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THE USE OF MAKE UP THE STORY PUZZLE
TO IMPROVE STUDENTS’ MASTERY OF
WRITING RECOUNT TEXT
Experimental Study of Year Eight Students of SMP N 3 Batang
in Academic Year of 2014/2015
a final project
submitted in partial fulfillment of the requirements for the degree of
Sarjana Pendidikan in English
by
Muhammad Yudi Nugroho
2201410144
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2015
i
THE USE OF MAKE UP THE STORY PUZZLE
TO IMPROVE STUDENTS’ MASTERY OF
WRITING RECOUNT TEXT
Experimental Study of Year Eight Students of SMP N 3 Batang
in Academic Year of 2014/2015
a final project
submitted in partial fulfillment of the requirements for the degree of
Sarjana Pendidikan in English
by
Muhammad Yudi Nugroho
2201410144
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2015
ii
iii
iv
“Hard Work Never Lies”
DEDICATION
This final project particularly dedicated to:
My beloved parents (Mr. & Mrs. Suwardi)
My whole family
My dear (Afina)
My precious sisters and brothers of English Department 2010
v
ABSTRACT
Nugroho, Muhammad Yudi .2015. The use of Make up the Story Puzzle to
Improve Students’ Mastery of Writing Recount Text: Experimental Study
of Year Eight Students of SMP N 3 Batang in Academic Year of
2014/2015. Final Project, English Education Program, Semarang State
University.
Key Words: Make up the Story Puzzle, Writing Recount Text, Year Eight
Students
The final project is about the use of Make up the Story Puzzle in improving
students’ mastery of writing recount text. The objectives of the study are to
describe how Make up the Story Puzzle can be applied in teaching learning
process in improving year eight students’ mastery of writing recount text, and find
out whether or not Make up the Story Puzzle gives significant improvements in
students’ mastery of writing recount text.
The subject of the study is year eight students of SMP N 3 Batang. The
researcher took VIII F class as control group, which consists of 32 students and
VIII G class as experimental group, which consists of 30 students.
In collecting primary data from students, the researcher used pretest,
posttest, questionnaire, and observation sheet. First, the researcher gave pretest to
students. It was conducted at the beginning of the study. Then, the intended
treatment was given for each group. Posttest was conducted after that. The last,
the students got a questionnaire.
The result of the study indicates that the used of Make up the Story Puzzle
improves students’ mastery of writing recount text. Average scores of students’
pretest is 66.5 for experimental group and 65.03 for control group. Average scores
of students posttest is 81.2 for experimental group and 72.44 for control group.
Result of gain test shows that student of experimental group made better
improvement (0.44) than students of control group (0.22). Last, t-test result
indicates that there is significance differences in students achievement between
experimental group and control group, t-value is 4.291, higher than t-table 2.000,
which means the experimental hypotheses (H1) is accepted.
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ACKNOWLEDGEMENT
First and foremost I would like to express my highest gratitude to God for
the blessing and inspiration given to me during the writing of this final project.
I would like to express my gratitude to Drs. Amir Sisbiyanto, M.Hum. for
guiding and supporting me in every step of the writing of my final project. The
benefit of foresight and knowledge has helped me so much.
My special thanks goes to all lecturers of the English Department of
Semarang State University who have been teaching and guiding me patiently
during the years of my study.
Last but not least my deepest gratitude goes to my beloved parents,
especially my mother who has supported me with spiritual, and prayers for my
success.
My specials thanks also go to all my friends in English Department for their
support during my study, and all people who might not be mentioned individually
here.
Semarang, January 2015
Muhammad Yudi Nugroho
2201403681
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TABLE OF CONTENTS
Page
APPROVAL ............................................................................................................. ii
PERNYATAAN ........................................................................................................ iii
MOTTO AND DEDICATION ................................................................................ iv
ABSTRACT .............................................................................................................. v
ACKOWLEDGEMENT .......................................................................................... vi
TABLE OF CONTENTS ......................................................................................... vii
LIST OF APPENDICES ......................................................................................... x
CHAPTER I INTRODUCTION
1.1 Background of the Study…………………………………………… 1
1.2 Reasons for Choosing the Topic......................................................... 5
1.3 Research Problems…………………………………………………. 6
1.4 Objectives of the Study…………………………………………….. 6
1.5 Significance of the Study………………………………………........ 6
1.6 Scope of the Study .............................................................................. 7
1.7 Outline of the Study............................................................................ 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Previous Studies ................................................................................. 9
2.1.1 Holiday Trips as a Medium to Improve Recount Text Mastery ......... 9
2.1.2 Diary Writing as a Medium to Improve Recount Text Mastery ........ 10
2.1.3 Photographs as a Medium to Improve Recount Text Mastery ........... 11
2.1.4 Chain Pictures as a Medium to Improve Recount Text Mastery........ 12
2.2 Theoretical Review ............................................................................. 15
2.2.1 Research on Second Language Writing ............................................. 15
2.2.2 Teaching Writing ................................................................................ 18
2.2.2.1 General Concept of Writing ............................................................. 18
2.2.2.2 Genre of Writing .............................................................................. 19
2.2.2.3 Types of Writing Performances ....................................................... 20
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2.2.2.4 Micro and Macroskills of Writing.................................................... 21
2.2.3 Principles for Designing Writing Technique ...................................... 23
2.2.4 Recount ............................................................................................... 25
2.2.4.1 Constructing a Written Recount ....................................................... 26
2.2.4.2 Language Features of a Recount ...................................................... 26
2.2.4.3 Example of a Recount Text .............................................................. 27
2.2.5 The Use of Puzzle in Teaching Learning Activity ............................. 28
2.2.5.1 Definition of Puzzle ......................................................................... 28
2.2.5.2 The Application of Puzzle in Teaching Learning Activity .............. 28
2.2.6 Make up the Story Puzzle ................................................................... 28
CHAPTER III METHOD OF THE STUDY
3.1 Research Design ................................................................................. 30
3.2 Research Object .................................................................................. 31
3.2.1 Population of the Study ...................................................................... 31
3.2.2 Sample of the Study............................................................................ 32
3.3 Research Variables ............................................................................. 33
3.3.1 Dependent Variables .......................................................................... 34
3.3.2 Independent Variables ........................................................................ 34
3.3.3 Control Variables................................................................................ 34
3.4 Hypotheses ......................................................................................... 35
3.5 Research Instruments ............................................................................. 36
3.5.1 Test ..................................................................................................... 36
3.5.2 Treatment ............................................................................................ 37
3.5.2.1 Experimental Group Treatment........................................................ 38
3.5.2.2 Control Group treatment .................................................................. 38
3.5.3 Observation Sheet ............................................................................... 38
3.5.4 Questionnaire ..................................................................................... 39
3.6 Method of Collecting Data ................................................................. 39
3.6.1 Scoring and Grading Pretest ............................................................... 39
3.6.2 Scoring and Grading Posttest ............................................................. 40
3.6.3 Students’ Questionnaire...................................................................... 43
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3.6.4 Observation Sheet ............................................................................... 44
3.7 Method of Analyzing Data ................................................................. 44
3.7.1 Mean ................................................................................................... 45
3.7.2 Standard Deviation ............................................................................. 45
3.7.3 Variance .............................................................................................. 46
3.7.4 Gain Test ............................................................................................ 46
3.7.5 T-test ................................................................................................... 47
CHAPTER IV DATA ANALYSIS AND DISCUSSION
4.1 Research Findings .............................................................................. 49
4.1.1 Test Scoring ........................................................................................ 49
4.1.2 Test Result .......................................................................................... 49
4.1.3 Group Achievement............................................................................ 51
4.1.4 Students Mistakes ............................................................................... 53
4.2 Data Analysis...................................................................................... 53
4.2.1 Gain Test ............................................................................................ 54
4.2.2 T-test ................................................................................................... 55
4.2.3 Students’ Questionnaire...................................................................... 55
4.2.4 Observation Sheet ............................................................................... 58
4.3 Discussion........................................................................................... 59
4.3.1 Meaning of the Test ............................................................................ 59
4.3.2 Effect of the Treatment ....................................................................... 62
4.3.3 Advantages and Disadvantages of Make up the Story Puzzle ........... 62
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ......................................................................................... 63
5.2 Suggestions ......................................................................................... 64
BIBLIOGRAPHY .................................................................................................... 66
APPENDICES .......................................................................................................... 69
x
LIST OF APPENDICES
page
Appendix 1 Lesson Plan for Experimental Group ................................................. 68
Appendix 2 Media for Experimental Group .......................................................... 79
Appendix 3 Lesson Plan for Control Group........................................................... 84
Appendix 4 Media for Control Group .................................................................... 94
Appendix 5 Students Worksheet ............................................................................ 99
Appendix 6 Assessment Rubric ............................................................................. 100
Appendix 7 Students Observation Sheet ................................................................ 103
Appendix 8 Angket Siswa ...................................................................................... 105
Appendix 9 Pretest ................................................................................................. 108
Appendix 10 Posttest ................................................................................................ 109
Appendix 11 List of Experimental Group Students ................................................ 110
Appendix 12 List of Control Group Students .......................................................... 112
Appendix 13 Experimental Group’s Pretest Score .................................................. 114
Appendix 14 Control Group’s Pretest Score ............................................................ 116
Appendix 15 Experimental Group’s Posttest Score ................................................. 118
Appendix 16 Control Group Posttest Score ............................................................. 120
Appendix 17 Experimental Group Observation Sheet ............................................. 122
Appendix 18 Control Group Observation Sheet ...................................................... 125
Appendix 19 Experimental Group Data Computation ............................................. 128
Appendix 20 Control Group Data Computation ...................................................... 130
Appendix 21 Experimental Group Gain Test ........................................................... 132
Appendix 22 Control Group Gain Test .................................................................... 134
Appendix 23 T-test ................................................................................................... 136
Appendix 24 Students’ Questionnaire...................................................................... 137
Appendix 25 Students’ Questionnaire Computation ................................................ 139
Appendix 26 Documentation ................................................................................... 140
1
CHAPTER I
INTRODUCTION
This chapter is an introduction. It consists of seven sub-chapters; they are (1)
background of the study, (2) reasons for choosing the topic, (3) research
questions, (4) objectives of the study, (5) significances of the study, (6) limitations
of the study, and (7) outline of the study.
1.1 Background of the Study
In recent days English is widely known as an international language. One of its
functions is as a mean of communication between people from different countries.
By learning English people attempt to enable themselves communicating with
others from different mother tongue.
In order to master English, people need to learn four language skills as of
paramount importance in English; they are (1) listening, (2) speaking, (3) reading,
and (4) writing (Brown, 2001:232).
The first human attempt to acquire language is by listening to their
surroundings. Through listening, human recognize sounds and distinguish their
meaning. By listen to the surrounding human try to differentiate sounds; between
mere sounds and speech sounds. The use of speech sounds in attempt to
communicate between humans is known as spoken language. After people listen
and recognize the spoken language used in their surroundings, people have to try
2
to communicate by speaking. The easiest way to speak is by imitating the spoken
language they have acquired through listening. After people are able to
communicate in spoken language by listening and speaking, people will have to
learn another mean of communication, which is communicating by written
language; reading and writing. In learning reading, people need to recognize series
of symbols and letters and transform those into a meaningful language. On the
other hand, in learning writing, people need to convert their ideas into series of
symbols and letters with certain rules.
Gerot and Wignell (1995:158) explained the differences between spoken
language and written language:
The term “written language” does not only refer to language which is
written down. Likewise, the term “spoken language” does not only refer to
language which is said aloud.
What is at issue here is not just the medium through which language is
transmitted, but more importantly the way meanings are encoded.
most spoken most written
context dependent context independent
language as process language as product
(dynamic) (synaptic)
Figure 1.1 Spoken and written language continuum adapted from Gerot and Wignell (1995:161)
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In Indonesia, English is considered as a foreign language. As a foreign
language, English has been taught starting at elementary school level. Through
introducing elementary school students to English, it is intended that Indonesian
students will master and utilize English well as one of means in communication.
Teaching English in Indonesia has experienced rapid development.
According to the School Based Curriculum (KTSP), the English teaching aims at
developing the four language skills. Those four language skills are listening,
speaking, reading, and writing. Each of the language skill has relationship to
others and should be taught in integrative way. In Curriculum of 2013, English is
taught more integrally with other field of studies. By integrating English with
other field of studies, the students are supposed to experience English learning in
more contextual way.
According to Curriculum of 2013, in eighth grade of junior high school
level, English focuses on utilize their language to communicate through recount
and procedure text. Students need to know the structure, social function, and
grammatical features of those texts. The curriculum demands students to master
both texts in oral and written form. Students are required to grasp a message of the
given text and convey their ideas into both types of text. Especially in dealing
with the recount text, the students are required to be able to comprehend meaning
of a text that tells a past event and tell a past event in a form of a well-constructed
recount text.
4
For teachers, applying Curriculum of 2013 in teaching learning process is
quite a challenge. Teachers are required to create a learning environment as
attractive as possible during the teaching learning process. Creating an attractive
learning environment means to stimulate the students with interesting things to
increase their learning motivation. Teachers also have to encourage students to
learn more than what they have learned in classroom session by themselves.
One of the efforts for teachers to create an attractive learning environment is
by enhancing the learning strategies to help students, so that they can learn better
at school. Various teaching strategies have been developed in order to make
teaching learning process not monotonous. In fact, studying will be more effective
if it is fun and attractive.
One of the strategies that is useable in teaching learning process in order to
create an attractive learning environment is by using fun activities as teaching
media. The use of the fun activities in teaching learning process increase students’
enthusiasm during the lesson and also motivate them to do better than others if
there is sense of competition in the activities.
Make up the Story Puzzle can be applied in teaching learning process as a
teaching media to teach writing recount text. This puzzle helps students to explore
their imagination in composing writing recount text. Students will be encouraged
to arrange fragments of a puzzle into a meaningful storyline of a writing recount
text. This storyline is an implicit guidance for them to compose a writing recount
text.
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According to the explanation above, the researcher is interested to conduct a
study by using Make up the Story Puzzle as a teaching media to improve students’
mastery of writing recount text in junior high school level.
1.2 Reasons for Choosing the Topic
This study is related to the usage of Make up the Story Puzzle in improving
students’ mastery of writing recount text. The reasons for the researcher to choose
the topic of Make up the Story Puzzle as a media in improving students’ mastery
of writing recount text are as follows:
1) Writing is considered as the most difficult skill to acquire than the other
language skills.
2) Recount text is one of the text types that are taught in eighth grade of
junior high school level.
3) Most students have less motivation in composing a text because they
consider writing activity is not interesting and monotonous.
4) During a teaching training in one junior high school in Batang, the
researcher found a case that challenging and attractive teaching
activities encourages and motivates students to do better during the
teaching learning process.
5) Make up the Story Puzzle is applicable in teaching learning process as
teaching media to improve students’ mastery of writing recount text.
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1.3 Research Problems
This study intends to answer the following questions:
1) How can Make up the Story Puzzle be applied in teaching learning
process to improve the year eight students’ mastery of writing recount
text at SMP N 3 Batang in the academic year of 2014/2015?
2) How significant is the improvement of students’ mastery of writing
recount text as the result of the use of Make up the Story Puzzle in
teaching learning process?
1.4 Objectives of the Study
According to the research problems, the objectives of this study can be stated as
follows:
1) To describe how Make up the Story Puzzle can be applied in teaching
learning process in improving year eight students’ mastery of writing
recount text at SMP N 3 Batang in the academic year of 2014/2015.
2) To find out whether or not Make up the Story Puzzle gives significant
improvements in students’ mastery of writing recount text.
1.5 Significances of the Study
The results of this study are expected to give the following advantages:
1) Practically, it is hoped that this study will give some advantages for
English teachers to develop their teaching strategy. The use of Make up
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the Story Puzzle can be applied as a challenging and attractive way in
teaching to improve students’ mastery of writing recount text.
2) Pedagogically, it is hoped that this study can help students in learning
writing recount text and be useful for them to increase their motivation
in learning English especially in writing recount text.
3) Theoretically, it is hoped that this study will be able to give inspirations
and be used as a reference to do next researches to find out new
strategies, which support English teaching and learning process,
especially in improving students’ mastery of writing recount text.
1.6 Scope of the Study
The scope of this study are as follows:
1) This study is only conducted to the year eight students of SMP N 3
Batang in academic year 2014/2015.
2) Make up the Story Puzzle is a teaching media intended to help students
in improving their mastery of writing recount text.
3) The researcher focuses on improving students’ mastery of writing
recount text in term of content, diction, and grammatical features of the
text.
1.7 Outline of the Study
The researcher divided this study into five chapters. They are Chapter I, Chapter
II, Chapter III, Chapter IV, and Chapter V.
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Chapter I is an introduction, it presents background of the study, reasons for
choosing the topic, research problems, objectives of the study, significances of the
study, limitations of the study, and outline of the study.
Chapter II is a review of related literatures; it presents previous studies and
theoretical review.
Chapter III is a method of the study; it presents research design, research
object, research variables, hypotheses, research instruments, method of collecting
data, and method of analyzing data.
Chapter IV is an analysis of data and the result discussion. It presents the
research findings, data analysis, and discussion.
Chapter V is a conclusion and suggestion. It presents conclusion and also
some suggestions according to the result of the study.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is a review of related literature. It consists of two sub-chapters; they
are (1) previous studies and (2) theoretical review.
2.1 Previous Studies
There are numbers of studies have been conducted related to improving students’
mastery of writing recount text. Various strategies and techniques had been
applied by researchers in those studies. Improving students’ mastery of writing
recount text using various attractive and challenging media is the main point of
this study. Those previous studies will be reviewed in relation to this study.
2.1.1 Holiday Trips as a Medium to Improve Recount Text Mastery
Ratih (2008) conducted research Using Holiday Trips as the Source to Improve
Students’ Ability in Writing of Recount Paragraphs (A case Study of the Year
Eight Students of SMP Negeri 1 Bawen in the Academic Year of 2007/2008). The
objectives of this study are to find out how interesting experience improves
students’ ability in writing recount text and also the advantages and disadvantages
of using their interesting experiences in holiday trips. The study was conducted at
SMP N 1 Bawen in academic year of 2007/2008. The population of the study is
all of year eight students’ of SMP N 1 Bawen, while the sample of the study is the
students of VIII F class. The study uses Classroom Action Research Design, the
10
objective of using the design is to improve the effectiveness of teaching learning
process. During the study, the researcher collected the data using various ways;
they are observation, tests, and questionnaire. The observation was conducted to
monitor the on-going learning process, students’ performance, and also teacher’s
performance. The test was intended to assess the students’ development. Series of
tests were carried out during the study, they were pretest and posttest. The
questionnaire was series of questions given by the researcher to the students after
the cycle of the study. The objective of the questionnaire was to determine
whether the study gave the intended effects or not to the teaching learning
process. By the end of the study, the researcher presented the result of the study in
form of achievement percentage. The results of the study are the following; (1) in
activity 1, students’ achievement is 56.6%, (2) in activity 2, students’ achievement
is 69%, and (3) in activity 3, students’ achievement is 78%. The result of the
questionnaire is also indicated that the study improves students’ writing skill in
recount text.
2.1.2 Diary Writing as a Medium to Improve Recount Text Mastery
Hapsari (2008) conducted research Diary Writing as a Medium to Improve
Writing Recount Text Ability (an Experimental Study of the Tenth Year Class of
SMA 1 Sragen in Academic Year 2007/2008). The objectives of the study are to
improve the readers’ understanding about recount text and to find out the
significance of the use of diary writing in improving students’ recount writing
ability. The study is an experimental research conducted in SMA N 1 Sragen in
academic year of 2007/2008. The subject of the study is 63 year ten students of
11
SMA N 1 Sragen in academic year 2007/2008. They were divided into two groups
and treated with three kinds of activities: pretest, treatment, and posttest. The
experimental group was taught with diary writing activity during the teaching
learning process, while the control group was taught with conventional lecturing.
The data were collected by giving both groups writing test. After all the data were
collected, the researcher analyzed the data using T-test to determine whether or
not using diary writing gives significance contribution in improving students’
ability in writing recount text. The result of the T-test is 1.386; t-value is higher
than t-table (0.975). The T-test result indicated a significance difference in
achievement between the experimental group and the control group. In
conclusion, the use of diary writing activity in teaching recount text leads to a
significance improvement toward the students’ writing recount text ability.
2.1.3 Photographs as a Medium to Improve Recount Text Mastery
Indah (2010) conducted research Improving Writing Recount Text by Using
Photographs: (A Case Study of the Eleventh Year Students of SMA Negeri 1
Batangan Pati in Academic Year of 2009/2010). The objective of the study is to
find out how effective is the usage of photographs in improving students’ ability
to write a recount text. The study was conducted at SMA N 1 Batangan Pati in
academic year of 2009/2010. In this study, the researcher used Experimental
Research Design. There are two variables in this research; they are photographs
which are used to teach recount text as independent variable and students’ ability
in writing recount text as dependent variable. Population of this study is year
eleven students of SMA N 1 Batangan Pati, while sample is students of XI IPA 1
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as experimental group, and XI IPA 2 as control group. In this study, the researcher
collected the data using paper test about recount text. During the study, the
researcher conducted pretest and posttest to both of experimental group and
control group. At the end of the study, the researcher compared the result of both
experimental group and control group. In experimental group, average score of
writing test is 76.8 and 90% of students passed while only 10% of them failed. On
the other hand, in control group the average score of writing test is 64, only 8% of
the students passed and 92% of the students failed. In conclusion, there is
significance differences in students’ ability to write recount text between students
which were taught recount text with photographs and those which are taught
recount text without photographs.
2.1.4 Chain Pictures as a Medium to Improve Recount Text Mastery
Sari (2008) conducted research The Effectiveness of Using Chain Pictures in
Teaching Writing a Recount Text (The Case of Eight Year Students of SMP Negeri
1 Demak in Academic Year of 2007/2008). The objective of the study is to find
out whether or not there is significance differences in achievement between
students who are taught writing recount text by using chain picture and those who
are taught using conventional method. The researcher proposed 2 hypotheses in
this study, they are (1) there is a significance difference in the students’ writing
score between students who are taught writing recount text using chain picture
and those who are taught using conventional method, and (2) there is no
significance difference in the students’ writing score between students who are
taught writing recount text using chain picture and those who are taught using
13
conventional method. Population of this study is eighth year students of SMP N 1
Demak in academic year of 2007/2008. Sample of this study is 66 year eight
students of SMP N 1 Demak. 33 students from VIII B class as control group and
33 Students of VIII C class as experimental group. The researcher used
Experimental Design in this study. For collecting the data, the researcher used
writing tests; they are pretest and posttest. In analyzing the data, the researcher
used T-test to determine whether there is significance difference in achievement
between experimental group and control group. The result of T-test is 6.49, higher
than t-table 1.67. The result of the T-test indicated that there are significance
differences in achievement between experimental group and control group.
After analyzing the previous studies above, the researcher found out fact
that the use of attractive and challenging strategies in teaching activities leads to
improvements in students’ mastery of writing recount text. The use of creative
media in teaching activities will make the implementation of teaching strategies
easier for the teachers. Therefore, the researcher is interested to conduct a study
related to the use of attractive and challenging strategy in teaching English. The
study will be focused on improving students’ mastery of writing recount text.
This study will have significant differences from the previous studies which
is mentioned above, especially in term of instruments of the study and also
teaching strategy to conduct the study.
14
The teaching strategy which is going to be used in this study in order to
improve students’ mastery of writing recount text is a puzzle. The puzzle named
Make up a Story is adapted from Peter Watcyn and Jones’ book entitled Grammar
Games and Activities.
Grammar Games and Activities provides various creative teaching activities
to be implemented in classroom teaching learning process. Those teaching
activities are mostly in form of games and other fun activities. By using games
and fun activities as a strategy in teaching learning process, it is hoped that the
teaching learning process itself will be less stressful for students, and apparently,
student will be more motivated in learning.
In this study, the researcher will use one of the activities provided by
Grammar Games and Activities as the guideline in creating the media in teaching
writing recount text, the activity is called Make up a Story (Watcyn and Jones,
1995:19). The researcher makes some modification from the original Make up a
Story activity to adjust to the study’s objectives and the students’ needs and
abilities.
This modified activity will be in form of puzzle consists of picture and
words. Students then will be asked to work in groups to compose a recount text
using picture and words provided in the puzzle. Through this puzzle, students will
be challenged to think faster, interact with others, and be more creative in
composing writing recount text.
15
In this study, the researcher is curious about how the use of Make up the
Story Puzzle improves students’ mastery of writing recount text, and the
significance of the improvement as result of it in teaching learning process.
Therefore, the researcher will conduct an experimental research to find out the
answer.
2.2 Theoretical Review
2.2.1 Research on Second Language Writing
Over past few decades of research on teaching writing to second language
learners, a number of issues appeared, some of those remain controversial in
second language learning. The following are those issues according to Brown
(2011:335):
a) Composing vs. Writing
A simplistic view of writing would assume that written language is simply
the graphic representation of spoken language, and that written performance
is much like oral performance, the only different lying in graphic instead of
auditory signals. However, no one holds this view today.
Written products are often the result of thinking, drafting, and revising
procedures that require specialized skills, skills that not every speaker
develop naturally.
16
b) Process vs. Product
A half a century ago, writing teachers were mostly concerned with the final
product of writing: the essay, the report, the story, and what the product
should look like.
Now, the experts began to develop the process approach of writing
instruction, which do most of the following (adapted from Shih, 1986)
1) Focus on the process of writing that leads to the final written
product.
2) Help student writers to understand their own composing process.
3) Help them to build repertoires of strategies for prewriting,
drafting, and rewriting.
4) Give students time to write and rewrite.
5) Place central of importance on the process of revision.
6) Let students discover what they want to say as they write
7) Give students feedback throughout the composing process as they
attempt to bring their expression closer and closer to intention.
8) Encourage feedback from both the instructor and peers.
9) Include individual conferences between teacher and student
during the process of composition.
c) Contrastive Rhetoric
According to Connor (1996) a theory of contrastive rhetoric is influenced by
more than first language pattern; factor such as linguistic relativity, theory
of rhetoric, text linguistics, discourse types and genres, literacy, and
17
translation all contribute toward a comprehensive theory of contrastive
rhetoric.
d) Differences Between L1 and L2 writing
In early 1970s research on second language writing were strongly
influenced by previous research on native language writing. Assumptions
were made that the composing process in both instances were similar (Silva,
1993).
But it is imperative that there are many differences between those two,
as Silva (1993) found that L2 writers did less planning, and they were less
fluent (used fewer words), less accurate (made more errors).and less
effective in stating goals and organizing material.
e) Authenticity
Another issue in teaching writing surrounds the question how much
classroom writing is real writing. That is, how authentic are the classroom
exercises that the teachers ask students to perform.
In school, writing is a way of life. Without some ability to express in
writing, students don’t pass the course. Across the age level form
elementary to university graduate course, students write in order to succeed
in mastering the subject matter.
f) The role of the teacher
The role of the teacher must be one of facilitator and coach, not an
authoritative director and arbiter.
18
As a facilitator the teacher offers guidance in helping students to
engage the thinking process of composing but must not impose his or her
thoughts on students’ writing.
2.2.2 Teaching Writing
Brown (2001:340) states that writing to display one’s knowledge is a fact of life in
the classroom, and by getting students to perform well in display writing
exercises, they can learn skills that will help them to succeed in further academic
pursuits. Furthermore, writing is also important for students’ language progress.
Writing activities are able to allow them for conscious development of language.
Lots of structures in the language appear more frequently in writing.
The psychologist Eric Lennenberg (1967) quoted by Brown (2001:334)
states:
Human beings universally learn to walk and to talk, but that swimming and
writing are culturally specific, learned behaviors. We learn to swim of there
is a body of water available and usually only if someone teaches us. We
learn to write if we are members of a literate society and usually only if
someone teaches us.
That is the role of teacher to teach writing.
2.2.2.1 General Concept of Writing
One of four language skills as of paramount importance in English according to
Brown (2001:232) is writing. According to Merriam-Webster Online Dictionary,
the word “write” means (1) to form letters or numbers on a surface with a pen,
pencil, etc. (2) to a create book, poem, story, etc. by writing words on paper,
computer, etc. and (3) to produce a written document, agreement, rule, etc. by
writing (http://www.merriam-webster.com/dictionary/write retrieved on August
19
12, 2014). Writing ability in today’s global literate community has become an
indispensable skill. Writing skill is a necessary condition in achieving
employment in many aspects of life and also needed in literate culture (Brown,
2004:218). Brown (2001:334) also stated that writing is like swimming:
We learn to swim is there is a body of water available and usually only if
someone teaches us. We learn to write if we are a member of a literate
society and usually only if someone teaches us.
Writing is not only combinations of letters which related to the sounds made
when people speak, but also more than the production of certain rules, starting
from words to sentence, paragraph, and passage or text. Writing develops general
competence in English. In school, writing is a way of life. Most of teaching
learning activities includes writing in it. In secondary school, the students should
be able to understand and create short functional text, monolog and essay in the
form of procedure, descriptive, recount, narrative, and report. The gradation of
teaching and learning appear on the use of vocabulary, grammar, and rhetorical
steps related to the content, organization, and mechanical consideration such as
spelling and punctuation in writing short functional text, monolog and essay.
2.2.2.2 Genre of Writing
Brown (2004:219) mentioned the genres of writing that second language learners
need to acquire, those writing genres are as follows:
a) Academic Writing
1) Papers and general subject reports
2) Essay, compositions
3) Academically focused journals
20
4) Short-answer test responses
5) Technical reports (e.g., lab reports)
6) Theses, dissertations
b) Job-related Writing
1) Messages (e.g., phone messages)
2) Letters/emails
3) Memos (e.g., interoffice)
4) Reports (e.g., job evaluations, project reports)
5) Schedules, label, signs
6) Advertisements, announcements
7) Manuals
c) Personal Writing
1) Letters, emails, greeting cards, invitations
2) Messages, notes
3) Calendar entries, shopping lists, reminders
4) Financial documents (e.g., checks, tax forms, loan applications)
5) Forms, questionnaire, medical reports, immigration documents
6) Diaries, personal journals
7) Fiction (e.g., short stories, poetry)
2.2.2.3 Types of Writing Performances
Brown (2004:220) categorized writing performance into four categories. The
categories of writing performance are as follows:
21
a) Imitative
This category includes the ability to spell correctly and to perceive
phoneme-grapheme correspondence in the English spelling system. It is a
level at which the learners are trying to master the mechanics of writing.
b) Intensive (Controlled)
Beyond the fundamentals of imitative writing are skills in producing
appropriate vocabulary within a context, collocation, and idioms, and
correct grammatical features up to the length of a sentence.
c) Responsive
Assessment tasks require learners to perform at a limited discourse level,
connecting sentences into a paragraph and creating a logically connected
sequence of two or three paragraphs.
d) Extensive
Writer focuses on achieving a purpose, organizing and developing ideas
logically, using details of support or illustrate ideas, demonstrating syntactic
and lexical variety, and in many case, engaging in the process of multiple
drafts to achieve a final product.
2.2.2.4 Micro and Macroskills of Writing
According to Brown (2004:220) microskills of writing apply more appropriately
to imitative and intensive type of writing task, while the macroskills are essentials
for the successful mastery of responsive and extensive writing.
Micro and macroskills of writing according to Brown (2004:221):
22
a) Microskills
1) Produce grapheme and orthographic pattern of English
2) Produce English at an efficient rate of speed to suit the purpose
3) Produce an acceptable core of words and use appropriate word
order pattern
4) Use acceptable grammatical system (e.g., tense, agreement,
pluralization) patterns, and rules
5) Express a particular meaning in different grammatical forms
6) Use cohesive devices in written discourse
b) Macroskills
1) Use the rhetorical forms and conventions of written discourse
2) Appropriately accomplish the communicative functions of written
texts according to form and purpose
3) Convey links and connections between events, and communicate
such relation, generalization, and exemplification
4) Distinguish between literal and implied meanings when writing
5) Correctly convey culturally specific references in the context of
the written text
6) Develop and use battery of writing strategies, such as accurately
assessing the audience’s interpretation, using prewriting devices,
writing with fluency in the first drafts, using paraphrases and
synonyms, soliciting peers and instructor feedback, and using
feedback for revising and editing.
23
2.2.3 Principles for Designing Writing Technique
A number of principles for designing writing techniques according to Brown
(2001:346-356) are as follows:
a) Incorporate practices of “good” writers
Consider various things that efficient writers do, for example:
1) Focus on goal or main idea in writing
2) Spend some more time planning to write
3) Easily let the first idea flow onto the paper
4) Follow a general organizational plan as students write
5) Revise students’ work willingly and efficiently
b) Balance process and product
Make sure that students are carefully led through appropriate stages in the
process of composing. At the same time, don’t get so caught up in the stages
leading up to the final product that teacher lose sight of the ultimate
attainment; a clear, articulate, well-organizes, effective piece of writing.
Make sure students see that everything leading up to this final creation was
worth the effort.
c) Account for cultural/literally background
If there are some apparent contrasts between students’ native traditions and
those that teacher are trying to teach, try to help students to understand what
it is, that they are accustomed to and then, by degrees, bring them to use of
acceptable English rhetoric.
24
d) Connect reading and writing
Students learn to write in part by carefully observing what is already
written. By reading and studying a variety of relevant types of text, students
can gain important insight both about how they should write and about
subject matter that may become the topic of their writing.
e) Provide as much authentic writing as possible
Whether writing is real writing or foe display, it still can be authentic in that
the purposes for writing are clear to the students, the audience is specified
overtly, and there is at least some intent to convey meaning. Sharing writing
with other students in the class is one way to add authenticity.
f) Frame techniques in term of prewriting, drafting, and revising stages
Process writing approaches tend to be framed in three stages of writing, they
are: (1) prewriting, (2) drafting, and (3) revising.
The prewriting stage encourages the generation of ideas. The drafting
and revising stages are the core process of writing. In a process approach,
drafting is viewed as an important and complex set of strategies, the mastery
of which takes time, patience, and trained instruction.
g) Strive to offer techniques that are as interactive as possible
Group collaboration, brainstorming, and critiquing are as easily and
successfully part of many writing-focused technique. Writing is not a
solitary activity.
25
h) Sensitively apply methods of responding to and correcting students’
writing
As teacher respond to the students’ writing, remember that teacher is there
as an ally; as guide, as a facilitator. Until the final work is turned in, the rule
of consultant will be the most productive way to respond.
i) Clearly instruct students on rhetorical, formal conventions of writing
Each type of writing has its formal properties. Make them explicit. For
academic writing, for example, some of the features of English rhetorical
discourse that writers use to explain, propose solutions, debate, and argue
are as follows:
1) A clear statement of the thesis or topic or purpose
2) Use a main ideas to develop or clarify the thesis
3) Use of supporting ideas
4) Supporting by “telling”: describing
5) Supporting by “showing”: giving evidence, facts, statistics, etc.
6) Supporting by linking cause and effect
7) Supporting by using comparison and/or contrast
2.2.4 Recount
Recount comes from the prefix “re” means “again”, so “to recount” means “to
state again”. Anderson (2003:48) stated that:
Recount is a piece of text that retells past events in the order in which they
are happened. The purpose of a recount is to give the audience a description
of what occurred and when it occurred.
26
Therefore, recount uses so plenty of verbs (action words), and of adverbs
that describe or add more detailed to the verbs. There are some types of recount.
They are personal, factual, and imaginative recount. Personal recount usually
retells an event that the writer was personally involved in. Factual recount is
recording an incident. And, imaginative recount is writing an imaginary role and
giving details of events.
2.2.4.1 Constructing a Written Recount
Anderson (2003:50) also introduces the features of recount text on that are the
steps of constructing the text and using language. The steps of constructing a
written recount are as follows:
1) A first paragraph that gives background information “who”, “what”,
“where”, and “when” called an “orientation”.
2) A series of paragraphs that retell the events in the order in which they
happened.
3) A concluding paragraph (not always necessary).
2.2.4.2 Language Features of a Recount
The following are language features usually found in a recount text according to
Anderson (2003:50):
1) Proper nouns to identify those involved in the text.
2) Descriptive words to give details about who, what, when, where, and
how.
3) The use of past tense to retell the events.
4) Words that show order of events (for example: first, next, then).
27
2.2.4.3 Example of a Recount Text
Recount can be written in the first or the third person. Recount uses the first
person if it is happening to the person writing the recount, for example: “I went to
the park”. And recount uses the third person if an observer is telling it, for
example: “Tom went to the park, there was a pond”.
The following is an example of recount texts which is written in the first
person point of view:
Last Saturday I woke up early, but I didn’t get up because there was
no school. Suddenly, my telephone was rung. It was my friend Fanny, she
asked me to go out at 10.00 o clock. She wanted to buy something in
traditional market.
Finally, we were out. In the street, I saw a piece of pink coupon.
Interested with its color, I took it, then Fanny and I read this out. We were
fully shocked; it was a receipt of a four night tour to Lombok!! The expired
date was that day. To our surprised, the name was Fanny Fenita and the
birth date was exactly the same like Fanny my friend, and it was also valid
for two persons. My God!! We were thinking that maybe the coupon just
fell from the sky and it was there for us.
We were in hurried to the address of the tour agency that issued the
coupon. The tour agency took care of everything. We went home and still
could not believe what was going on.
Two days later we were on the Senggigi Beach, lied in the warmth
sun. Moreover, we had long public holiday, so we could enjoy the “gift”
happily. We also bought some presents for our family and friends.
Figure 2.1 Recount text in first person point of view adapted from Wardiman, Jahur, and Djusman (2008:62)
28
2.2.5 The Use of Puzzle in Teaching Learning Activity
2.2.5.1 Definition of Puzzle
According to Merriam-Webster Online Dictionary, the word puzzle has several
meanings, they are: (1) a question or problem that requires thought, skill, or
cleverness to be answered or solved and (2) something someone that is difficult to
understand (http://www.merriam-webster.com/dictionary/puzzle retrieved on
August 12, 2014).
2.2.5.2 The application of Puzzle in Teaching Learning Activity
The puzzle itself can be in form of pictures, words, or things. Firstly, puzzle was
created for entertainment purposes. People used to play puzzle to spend their spare
time.
Nowadays, puzzle not only for entertainment purposes, but also used for
educational purposes. Various kinds of puzzles are used in teaching learning
process. Puzzle in form of words and picture are the most notable ones. Words
puzzle, for example cross words, and jumble words are often used as a media in
classroom assessment. The other one is picture puzzle, it can be used as a tool to
stimulate student in generating ideas, for example the use picture in picture-cued
writing. The use of the puzzles in teaching learning process hopefully is able to
make teaching and learning more challenging and attractive.
2.2.6 Make up the Story Puzzle
Make up the Story is an interactive teaching activity adapted from the book
Grammar Games and Activities by Watcyn and Jones. This activity intended to
foster students’ mastery in composing correct sentence, especially past tense.
29
However, the application of it in this research will be adjusted to the students’
needs and condition, especially the content of the puzzle. The rule to conduct the
activity is also slightly modified, but the objective will remain the same with the
original one.
This is a teacher-led activity in which the teacher gives instruction to the
students about what they should do during the activities. First, the teacher will
divide the students in the classroom into groups of four. Then the teacher will give
each group a different set of puzzle. The puzzle will be in form of a picture as
illustration and several words. After getting the puzzle, every group has to discuss
to compose a recount text using the given picture and words in the puzzle. At the
end of the activity, each group has to present their recount text in front of the
class.
30
CHAPTER III
METHOD OF THE STUDY
This chapter is a method of the study. This part consists of seven sub-chapters;
they are (1) research design, (2) research object, (3) research variables, (4)
hypothesis, (5) research instruments, (6) method of collecting data, and (7)
method of analyzing data.
3.1 Research Design
The study is a quantitative research which belongs to True Experimental Design.
Tuckman (1978:130) explained about the true experimental design as follows:
There are some designs that can be called true experimental design because
they provide completely adequate controls for all sources of internal
validity. They represent no compromise between experimental design
requirements and the nature and reality of the situation in which a study is
being undertaken.
This study uses Pretest-Posttest Control Group Design as the research
design. The pretest-posttest control group design is a research design which
utilizes two groups in the research; they are experimental group and control group.
Both groups are given pretest and posttest, however only the experimental group
receives a treatment (X).
This research design controls many threats to validity or sources of bias.
According to Tuckman (1978:132), by utilization of a control group, which has all
the same experiences as the experimental group other than the experience of the
31
treatment itself, this design controls for history, maturation, and regression. Below
is the diagram of pretest-posttest control group design:
E O1 X O2
C O3 O4
E : Experimental group
C : Control group
O1 : experimental group pretest
O2 : experimental group posttest
O3 : control group posttest
O4 : control group posttest
X : treatment
Figure 3.1 Pretest-posttest control group design diagram adapted from Tuckman (1978:131)
3.2 Research Object
This study is conducted in SMP N 3 Batang in academic year of 2014/2015.
Population and sample of this study will be discussed as follows:
3.2.1 Population of the Study
Tuckman (1978:227) defined population or target group as the group about which
the researcher is interested in gaining information and drawing conclusion. If the
researcher were interested in the educational aspirations of teachers, for example,
the population of the study would be teachers.
32
In this study, the researcher is interested in finding out the improvement in
writing recount text mastery of year eight students of SMP N 3 Batang in
academic year of 2014/2015 due to the implementation of Make up a Story
Puzzle. Thus, the population of this study is year eight students of SMP N 3
Batang in academic year of 2014/2014.
3.2.2 Sample of the Study
After defining the population, the researcher must determine sample of the study
in reference to the population. According to Sugiyono (2010:118) sample is a
representative of number and characteristics of the population. Any information
and conclusion which is drawn from the sample have to be representative to the
population.
In determining the sample, there are several sampling techniques which can
be applied. Techniques in determining the sample according to Sugiyono
(2010:119) are as follows:
Table 3.1 Sampling techniques adapted from Sugiyono (2010:119)
Probability sampling Nonprobability sampling
1. Simple random sampling
2. Proportionate stratified random
sampling
3. Disproportionate stratified random
sampling
4. Cluster sampling
1. Systematic sampling
2. Quota sampling
3. Accidental sampling
4. Purposive sampling
5. Total population
sampling
6. Snowball sampling
33
In this study, the researcher uses nonprobability sampling in determining the
sample. Nonprobability sampling is a sampling method which does not provide
identical chance for each member of the population to be selected as sample
(Sugiyono, 2010:122). The advantage of nonprobability sampling according to
Latham (2007:7) is that it provides a convenient way for researcher to assemble
the sample.
One of the nonprobability sampling techniques which is applied in this
study is purposive sampling. Purposive sampling according Laerd Journal is a
type of nonprobability sampling which the units that are investigated are based on
the judgment of the researcher (http://dissertation.laerd.com/purposive-
sampling.php retrieved on August 19, 2014).
The samples of this study are students in VIII F class and VIII G class of
SMP N 3 Batang. The consideration of choosing those classes as the sample is
according their previous test achievement in English which showed an equal result
of achievement between those classes and also from an interview with the English
teacher which pointed that those two classes are equal and have quite similar
characteristics.
3.3 Research Variables
Brown (2005:7) defined variables as something that may vary of differs. In this
study the researcher used three kinds of variables; dependent variable,
independent variable, and control variable.
34
3.3.1 Dependent Variable
Dependent variable is a variable that cannot be observed on its own. Brown
(2005:10) stated that:
A dependent variable is observed to determine what effect, if any, the other
types of variables may have on it. In the other words, it is the variable on
focus - the central variable – on which other variables will act if there is any
relationship. Thus, a dependent variable cannot be identified in isolation.
In this study, the dependent variable is students’ achievement in writing
recount text to the year eight students of SMP N 3 Batang in academic year of
2014/2015.
3.3.2 Independent Variable
Independent variable is a researcher-defined variable. Independent variable is
selected by the researcher to determine their effect on or relationship with the
dependent variable (Brown, 2005:10).
In this study the independent variable is the use of Make up the Story Puzzle
in improving students’ mastery of recount text writing or the year eight students
of SMP N 3 Batang in academic year of 2014/2015.
3.3.3 Control Variable
Control variable is researcher attempt to keep the research environment neutral
from any unwanted factor. According to Brown (2005:11):
Control variables, then, those are the investigator has chosen to keep
constant, neutralize, or otherwise, eliminate so that they will not have an
effect on the study.
35
In this study, the control variables are the use Curriculum of 2013, and the
amount of class session which are designed to be the same for both experimental
group and control group.
3.4 Hypotheses
A hypotheses is a suggested answer of the problems. According to Tuckman
(1978:25) a hypotheses has the following characteristics:
1) It should conjecture upon a relationship between two or more variables.
2) It should be stated clearly and unambiguously in the form of a
declarative sentence.
3) It should be testable; that is, it should be possible to restate it in an
operational form that can then be evaluated based on data.
Tuckman (1978:27) conclude a definition of hypotheses as follows:
A hypotheses, then, could be defined as an expectation about events based
on generalization of the assumed relationship between variables.
Hypotheses are abstract and are concerned with theories and concepts, while
the observation used to test hypotheses are specific and are based on facts.
In this study, there are two hypotheses:
a) Experimental Hypotheses (H1)
There is a significant difference in recount text writing mastery between the
students who are taught by using Make up the Story Puzzle and those who
are taught by using conventional strategy.
36
b) Null Hypotheses (Ho).
There is no significant difference in recount text writing mastery between
the students who are taught by using Make up the Story Puzzle and those
who are taught by using conventional strategy.
3.5 Research Instruments
Research instrument is a tool used by researcher in order to collect the data and
make them easy to be processed. In this study, the researcher uses tests as the
main instrument. For collecting the secondary data, the researcher uses
observation sheet, students’ questionnaire, and teacher’s interview.
3.5.1 Test
Brown (2004:3) stated that test is method of measuring a person’s ability,
knowledge or performance in a given domain. In this study, the researcher intends
to measure the students’ achievement in mastering writing recount text for both
experimental group and control group. A picture-cued task will be used in this
study for measuring students’ achievement in mastering recount text writing.
A picture cued task has an advantage which is explained by Brown
(2004:226) as follows:
A variety of picture-cued controlled task have been used in English
classroom around the world. The main advantage in this technique is in
detaching almost ubiquitous reading and writing connection and offering
instead a nonverbal means to stimulate written responses.
During this study the researcher will conduct the test twice as pretest and
posttest for both experimental group and control group.
37
a) Pretest
According to Merriam-Webster Online Dictionary, pretest means a test to
evaluate the preparedness of students for further studies
(http://www.merriam-webster.com/dictionary/pretest retrieved on
September 4, 2014). In this study, pretest is intended to measure the
students’ early writing recount text mastery in both experimental group and
control group before giving treatment.
b) Posttest
Merriam-Webster Online Dictionary defined posttest as a test given to
students after completion of an instructional program or segment and often
used in conjunction with a pretest to measure their achievement and the
effectiveness of the program (http://www.merriam-
webster.com/dictionary/posttest retrieved on September 4, 2014). In this
study posttest is used to measure the students’ writing recount text mastery
after the treatment given. The purpose of conducting the posttest is to find
out whether there is any significant differences in students’ achievement
between experimental group and control group or not.
3.5.2 Treatment
Treatment is conducted after pretest has been completed. In this study, both
experimental group and control group are given a treatment, however the
treatment are different between those two groups.
38
3.5.2.1 Experimental Group Treatment
For experimental group, they are treated with Make up a Story Puzzle as teaching
media. The puzzle will be used to teach writing recount text for experimental
group. They will be provided with picture and series of words to aid them
compose a writing recount text. They have to determine the topic of the recount
text according to the picture and elaborate it with series of events according to the
puzzle of words.
3.5.2.2 Control Group Treatment
On the other hand, for control group, they are treated with conventional lecturing
for teaching writing recount text. They have to learn recount text by the teacher’s
examples and explanation about recount text. This kind of treatment, by using
conventional lecturing for teaching writing recount text is intended to imitate the
common classroom teaching learning activities in most school.
By comparing the students’ achievement from both experimental group and
control group, the result of this study can be determine whether or not using Make
up the Story puzzle in teaching writing recount text gives the intended effect.
3.5.3 Observation Sheet
Observation is a technique to collect data which related to human behavior,
process, and natural phenomenon. Observation can be elaborated into two
categories; participant observation and nonparticipant observation (Sugiyono,
2008:145)
39
In this study the researcher uses participant observation. The researcher
participates directly in teaching learning process and observes students behavior
during the study for both experimental group and control group.
3.5.4 Questionnaire
Questionnaire is a mean used by researcher to convert information given by the
subject into data. Questionnaire also can be used to discover the experience has
taken place and what is it occurring at the present (Tuckman, 1978:197).
Questionnaire is a mean of getting data by directly asking the object of the
study. In this study the researcher uses questionnaire to collect secondary data
about the students’ experience during this study.
Students’ questionnaire is intended to find out students’ experience during
the study. In this study, the students from both experimental group and control
group have role as the object of the study. By asking their experience and opinion
during the study, it is hoped that the data from the questionnaire will support the
main data of this study and provide clearer conclusion at the end of the study.
3.6 Method of Collecting Data
In this study the researcher uses series of steps to collect the data. The steps in
collecting the data including pretest, treatment for both experimental group and
control group, posttest, and students’ questionnaire.
3.6.1 Scoring and Grading Pretest
Pretest is conducted at the beginning of the study. Students are asked to compose
a writing recount text with several topics which they can choose one of them. The
40
purpose of conducting pretest at the very beginning of the study is to assess
students’ readiness for further treatment of this study.
Students’ score of pretest then will be graded and analyzed statistically as
starting point in determining the result and effectiveness of this study.
3.6.2 Scoring and Grading Posttest
Posttest is conducted after both experimental group and control group received the
intended treatment. Posttest is identical with pretest, which students are asked to
compose a writing recount text with several topics which they can choose one of
them. The purpose of conducting posttest, which is identical with pretest, is to
measure students’ development after receiving treatment.
Students’ posttest score then will be compared with pretest score and
analyzed statistically to determine students’ development in mastering writing
recount text and the effectiveness of using Make up a Story Puzzle in classroom
teaching learning process for improving students’ mastery of writing recount text.
Below is the scoring rubric to assess students’ writing recount text for both
pretest and posttest adapted from Brown (2004:244-245):
41
Table 3.2 Scoring rubric adapted from Brown (2004:244-245)
Aspect Score Scoring Criteria
Organization 20-18
17-15
14-12
11-6
5-1
Appropriate tittle, effective introductory
paragraph; arrangement of materials shows
plan; conclusion logical and complete
Adequate tittle, introduction, and conclusion; body
of essay is acceptable; some ideas aren’t fully
developed
Mediocre introduction or conclusion; problems
with the order of ideas in body; the
generalization may not be fully supported
Minimally recognizable introduction; organization
can barely be seen; severe problems with
ordering ideas
Absence of introduction or conclusion; no apparent
organization of the body; writer has not made
any effort to organize the composition
Content 20-18
17-15
14-12
11-6
5-1
Essay addresses the assigned topics; the ideas are
concrete and thoroughly developed; no
extraneous materials
Essay addresses the issues but missing some
points; ideas could be more developed; some
extraneous materials are present
Development of ideas not complete; essay is
somewhat off the topic; paragraphs aren’t
divided exactly right
Ideas incomplete; essay does not reflect careful
thinking; inadequate effort in area of content
Essay is completely inadequate; no apparent effort
to consider the topic carefully
42
Aspect Score Scoring Criteria
Grammar 20-18
17-15
14-12
11-6
5-1
Native-like fluency in English grammar; correct
use of relative clauses, prepositions, modals,
articles, verb forms, and tense sequencing; no
fragments
Advanced proficiency in English grammar; some
grammar problems don’t influence
communication; no fragments
Grammar problems are apparent and have a
negative effect on communication; fragments
presents
Numerous serious grammar problems interfere
with communication ; grammar review of some
areas clearly needed; difficult to read sentences
Reader can’t understand what the writer was trying
to say; unintelligible sentence structure
Punctuation
and spelling
20-18
17-15
14-12
11-6
5-1
Correct use of English writing conventions; all
needed capitals, paragraph indented,
punctuation and spelling; very neat
Some problems with writing conventions or
punctuation, occasional spelling errors; paper is
neat and legible
General writing conventions but has errors;
spelling problems distract readers; punctuation
errors distract ideas
Serious problems with format or paper; errors in
sentence punctuations; unacceptable to
educated readers
Complete disregards for English writing
conventions; obvious capitals missing.
43
Aspect Score Scoring Criteria
Style and
expressions
20-18
17-15
14-12
11-6
5-1
Precise vocabulary usage; use of parallel structure;
good register
Attempts variety; good vocabulary; not wordy
Some vocabulary misused; lack awareness of
register; too wordy
Poor expression of ideas; problems in vocabulary;
lacks variety of structure
Inappropriate use of vocabulary; no concept of
register or sentence variety
After administering students’ pretest and posttest, students’ scores need to be
graded. The purpose of grading students’ scores is to categorize students’
achievements into several categories.
The following is grading scale for categorizing students’ mastery of recount
text writing according to the scoring rubrics.
Table 3.3 Grading scale for students' mastery of recount text writing
Students’ score Grade
100-86 A
85-71 B
70-61 C
60-51 D
50-0 E
3.6.3 Students’ Questionnaire
After the study has been completed, students of both experimental group and
control group are asked to complete a questionnaire. The questionnaire contains
several statements and options which enable students to convert their thought into
44
statistical data. In this questionnaire students are asked to tell their feeling and
opinion during the study.
The result of this questionnaire will be used as secondary data to support the
conclusion of this research and also as to evaluate if there are any weaknesses and
mistakes while conducting the study.
3.6.4 Observation Sheet
Observation is conducted throughout the study. The researcher observes students
from both experimental and control group. They are being observed while doing
pretest, while they are being treated with intended treatment, and while they are
doing posttest.
The focus of this students’ observation is to observe students’ behavior
during the study. The purpose of this observation is to measure students’
enthusiasm during the study for each group and compare it between experimental
group and control group.
3.7 Method of Analyzing Data
In this study, the researcher analyzes the result of the experiment by using T-test.
T-test is to determine if there is any significant difference in writing recount text
mastery between the students who are taught by Make up the Story Puzzle and
those who are treated by conventional lecturing method in learning writing
recount text.
45
According to the result of T-test calculation, if t-value is higher than t-table,
it means that there is a significant difference in mastery of writing recount text
between both groups. On the other hand, if the t-value is lower than t-table, it
means that there is no significant difference between both groups.
Before calculating T-test, the researcher needs to determine mean, standard
deviation, and variance for both experimental group and control group. The steps
in calculating and determining result of T-test will be discussed in the following:
3.7.1 Mean
Mean or average can be calculated by adding a list of scores and then dividing by
the number of scores. Mean can be determined by the following formula
(Tuckman, 1978:250):
=
: mean
∑X : sum of the individual scores
N : numbers of scores
Figure 3.2 Algebraic formula of mean adapted from Tuckman (1978:250)
3.7.2 Standard Deviation
Standard deviation is a measure of spread or dispersion of a distribution of scores.
Standard deviation can be determined with the following formula (Tuckman,
1978:251)
46
s = √ ( )
( )
s : standard deviation
X2
: square of test score
∑X : sum of individual scores
N : numbers of scores
Figure 3.3 Algebraic formula of standard deviation adapted from Tuckman (1978:251)
3.7.3 Variance
Variance is the square of the standard deviation (Tuckman, 1978:252). The
algebraic formula of variance is as follows:
s2 = ( )
( )
s2 : variance
X2
: square of test score
∑X : sum of individual scores
N : numbers of scores
Figure 3.4 Algebraic formula of variance adapted from Tuckman (1978:252)
3.7.4 Gain Test
Gain test is a test to find out students’ improvement during the study. The purpose
of conducting gain test is to determine students’ improvement by comparing their
score of pretest and posttest, and convert the differences into index of 0.0-1.00.
The following is the formula to determine gain index:
47
g =
Figure 3.5 Algebraic formula of gain test
The result of the calculation of gain test then classified into three categories,
they are low, intermediate, and high as presented in the following table.
Table 3.4 Gain test index classification
Score Criteria
1.00-0.71 High
0.70-0.31 Intermediate
0.30-0.00 Low
3.7.5 T-test
T-test is a statistical test that compares two means to determine the probability
that the differences between two means is a real differences rather than a chance
difference (Tuckman, 1978:257). A worksheet for a T-test is shown in the
following table:
Table 3.5 Worksheet for T-test adapted from Tuckman (1978:258)
Group Experimental Control
N
s2
According to Tuckman (1978:259) if t-value obtained from calculating T-
test exceeds the value of t-table, it means that the null hypotheses can be rejected.
The algebraic formula in determining t-value is as follows:
48
t =
√(( ) ( )
) (
)
t : t-value
: mean of experimental group score
2 : mean of control group score
: numbers of experimental group scores
: numbers of control group scores
s12 :
variance of experimental group
s22 :
variance of control group
Figure 3.6 Algebraic formula of determining t-value
64
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter is a conclusion and suggestions. It consists of two subchapters; they
are (1) conclusion and (2) suggestions.
5.1. Conclusion
According to data analysis and discussion in previous chapter, the researcher is
able to draw conclusions that Make up the Story Puzzle is suitable to be applied in
teaching learning process and also leads to significant improvement in students’
mastery of writing recount text.
Make up the Story Puzzle is suitable to be applied in teaching learning
process as a creative learning media to improve students’ mastery of writing
recount text. That is possible because Make up the Story Puzzle gives some
benefits to the teaching learning process; they are (1) Make up the Story Puzzle
provides clear instruction in composing writing recount text, (2) Make up the
Story Puzzle helps students in developing their ideas to compose writing recount
text, (3) Make up the Story Puzzle encourages students to explore writing recount
text on their own, and (4) Make up the Story Puzzle makes learning writing
recount text less complicated.
65
Make up the Story Puzzle leads to significant improvement in students’
mastery of writing recount text, it is proven by result of gain test and t-test in
previous chapter. Gain test result shows that students taught with Make up the
Story Puzzle made better improvements (intermediate) than students taught with
conventional lecturing methods (low). T-test result shows that t-value 4.291 is
much higher than t-table 2.000. It means that there is significant differences in
achievement between students which are taught using Make up the Story Puzzle
and conventional lecturing methods, so that experimental hypotheses (H1) is
accepted.
5.2. Suggestions
Based on the conclusion of the study, the researcher would like to offer some
suggestions:
1) Practically, creative learning media can be applied in teaching learning
process to stimulate students with real things related to the teaching
materials. By bringing teaching materials to the real world, students are
supposed to learn better and faster.
2) Pedagogically, students should not be afraid to state their ideas into a
writing text. The better students state their ideas leads to better writing
performance, content of the text will be easier to understand and plot
will flow more smoothly.
66
3) Theoretically, next researches about teaching media will be helpful in
improving quality of teaching learning process, especially during
classroom sessions.
67
BIBLIOGRAPHY
Anderson, Mark and Anderson, Kathy. 2004. Text Types in English 1 and 2.
South Yarra, Australia: Macmillan
Badan Standar Nasional Pendidikan. 2006. Kurikulum 2006. Jakarta: Badan
Standar Nasional Pendidikan
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy Second Edition. San Francisco: Longman
Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom
Practices. San Francisco: Longman
Brown, James Dean. 2005. Understanding Research in Second Language
Learning: A Teacher’s Guide to Statistics and Research Design. Ney York:
Cambridge University Press
Gerot, Linda and Wignell, Peter. 1995. Making Sense of Functional Grammar.
Cammeray, New South Wales: Antipodean Educational Enterprise
Hapsari, Anny Marta. 2008. Diary Writing as a Medium to Improve Writing
Recount Text Ability. Semarang: Unpublished
Indah, Dwi Nur. 2010. Improving Writing Recount Text by Using Photograph.
Semarang: Unpublished
Kementrian Pendidikan dan Kebudayaan. 2013. Kurikulum 2013. Jakarta:
Kementrian Pendidikan dan Kebudayaan
Kementrian Pendidikan dan Kebudayaan. When English Rings a Bell: SMP/MTs
Kelas VIII. Jakarta: Kementrian Pendidikan dan Kebudayaan.
68
Latham, Bobbie. 2007. Sampling: What is it?
Ratih, Bunga. 2008. Using Holiday Trips as the Source to Improve Students’
Ability in Writing of Recount Paragraphs. Semarang: Unpublished
Sari, Dyah Maya. 2008. The Effectiveness of Using Chain Pictures in Teaching
Writing a Recount Text. Semarang: Unpublished
Sugiyono. 2010. Metode Penelitian Pendidikan: Pendekatan Kuantitatif,
Kualitataif, dan R n D. Bandung: Alfabeta
The Learning Center. 2004. Referencing: APA Style
Tuckman, Bruce W. 1978. Conducting Educational Research Second Edition.
Harcourt Brace Jovanovich, Inc.
Wardiman, Jahur and Djusma. 2008. English in Focus. Jakarta: Departemen
Pendidikan Nasional
Watcyn, Peter and Jones. 1995. Grammar Game and Activities for Teacher.
Penguin Books
http://awritersguidetowords.com/2011/05/10/words-to-indicate-time-order-and-
sequence/ (accessed on September 29, 2014)
http://dissertation.laerd.com/purposive-sampling.php (accessed on August 19,
2014)
http://en.wikipedia.org/wiki/Nonprobability_sampling (accessed on August 19,
2014)
http://en.wikipedia.org/wiki/Proper_noun (accessed on September 29, 2014)
69
http://grammar.yourdictionary.com/word-lists/list-of-descriptive-words.html
(accessed on September 29, 2014)
http://scholarspace.manoa.hawaii.edu/handle/10125/227 (accessed on August 19,
2014)
http://www.chompchomp.com/terms/propernoun.htm (accessed on September 29,
2014)
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methods (accessed on August 19, 2014)
http://www.merriam-webster.com/dictionary/posttest (accessed on September 4,
2014)
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2014)
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2014)
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https://www.englishclub.com/grammar/nouns-proper.htm (accessed on September
29, 2014)
APPENDICES
70
Appendix 1
Lesson Plan for Experimental Group
School : SMP N 3 Batang
Subject : English
Class/Semester : VIII/1
Materials : Writing Recount Text
Time allocation : 4x40 minutes
A. Learning Objectives
By the end of the study, students are able to:
1) Compose a writing recount text
2) Comprehend social function, generic structure, and language feature of
a writing recount text.
B. Main Competence
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
71
C. Basic Competence
4.13 Menyusun teks recount, lisan dan tulis, pendek dan sederhana, tentang
kegiatan, kejadian, dan peristiwa, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.14 Menangkap makna dalam teks recount lisan dan tulis, sangat pendek dan
sederhana.
D. Indicators
1) Students are able to recognize writing recount text.
2) Students are able to identify social function, generic structure, and
language features of writing recount text.
3) Students are able to compose writing recount text.
E. Learning Materials
1. Topic
Writing Recount Text
2. Definition
Recount is a piece of text that retells past events in the order in which they are
happened. The purpose of a recount is to give the audience a description of what
occurred and when it occurred.
3. Social Function
Retells past events in order in which they are happened (chronologically).
72
4. Generic Structure
4) Orientation: first paragraph that gives background information “who”,
“what”, “where”, and “when” (introducing participants, place, and
time).
5) Events: a series of paragraphs that retell the events in the order in which
they happened.
6) Reorientation: a concluding paragraph, giving personal comment of the
writer (not always necessary).
5. Language Feature
5) Proper nouns to identify those involved in the text (introducing personal
participant).
6) The use of past tense to retell the events.
7) Words that show order of events (for example: first, next, then).
6. Example of Writing Recount Text
A writing recount text is a text that retells past events chronologically. Below is
the example of a simple writing recount text:
Last Saturday I woke up early, but I didn’t get up because there was
no school. Suddenly, my telephone rang. It was my friend Fanny, she asked
me to go out at 10.00 o clock. She wanted to buy something in traditional
market.
Finally, we were out. In the street, I saw a piece of pink coupon.
Interested with its color, I took it, then Fanny and I read this out. We were
fully shocked; it was a receipt of a four night tour to Lombok!! The expired
date was that day. To our surprise, the name was Fanny Fenita and the birth
date was exactly the same like Fanny my friend, and it was also valid for
two persons. My God!! We were thinking that maybe the coupon just fell
from the sky and it was there for us.
73
We hurried to the address of the tour agency that issued the coupon.
The tour agency took care of everything. We went home and still could not
believe what was going on.
Two days later we were on the Senggigi Beach, lied in the warm sun.
Moreover, we had long public holiday, so we could enjoy the “gift” happily.
We also bought some presents for our family and friends.
Generic Structure of Recount Text
The generic structure of a writing recount text are: (1) orientation which gives
background about the text, (2) sequence of events that tells the past events
chronologically, and (3) reorientation that give conclusion of the text.
The following is an example of generic structure of a recount text:
Last Saturday I woke up early, but I didn’t get up because there
was no school. Suddenly, my telephone rang. It was my friend
Fanny, she asked me to go out at 10.00 o clock. She wanted to
buy something in traditional market.
Orientation
Finally, we were out. In the street, I saw a piece of pink coupon.
Interested with its color, I took it, then Fanny and I read this out.
We were fully shocked; it was a receipt of a four night tour to
Lombok!! The expired date was that day. To our surprise, the
name was Fanny Fenita and the birth date was exactly the same
like Fanny my friend, and it was also valid for two persons. My
God!! We were thinking that maybe the coupon just fell from the
sky and it was there for us.
We hurried to the address of the tour agency that issued the
coupon. The tour agency took care of everything. We went home
and still could not believe what was going on.
Sequence of
Events
Two days later we were on the Senggigi Beach, lied in the warm
sun. Moreover, we had long public holiday, so we could enjoy
the “gift” happily. We also bought some presents for our family
and friends.
Reorientation
74
Identifying Personal Participant
There are two personal participants who was directly involved in the recount text
above, they are (1) I, and (2) Fanny
Chronological Connection
Writing recount text using sequence of time transition to start sentence, link a
sentence with another sentence, and start a new paragraph. The following are
examples of sequence of time transitions:
After
Before
Finally
First
Second
Third
Then
Last
etc
75
Past Tense
Past tense is a tense used to express something which happened in the past. Main
characteristic of past tense is the used of Verb 2 in the utterance. The following
are the pattern of simple past tense.
1.) Past Tense with Verb
a) Affirmative (+)
S + Verb 2 + …
b) Negative (-)
S + did not + Verb 1 + …
c) Interrogative (?)
Did + S Verb 1 + …
76
Verb 2 is usually Verb 1 with –ed ending, they are called regular verb. The
following are examples of regular verb found in the text above:
Verb 1 Verb 2
Ask
Want
Hurry
Issue
Lay
Asked
Wanted
Hurried
Issued
Lied
Another type of Verb 2 is called irregular verb. They don’t have regular pattern
and often take different form from their original Verb 1. The following are
examples of irregular verb found in the text above:
Verb 1 Verb 2
Wake
Ring
See
Read
Fall
Take
Go
Buy
Woke
Rang
Saw
Read
Fell
Took
Went
Bought
2.) Past Tense without Verb
a) Affirmative (+)
S + (was/were) + …
b) Negative (-)
S + (was/were) not + …
c) Interrogative (?)
(Was/were) + S + …
77
The following are sentences in past tense found in the recount text above:
1) Last Saturday I woke up early, but I didn’t get up because there was
no school. (paragraph 1)
2) In the street, I saw a piece of pink coupon. Interested with its color, I
took it, then Fanny and I read this out. (paragraph 2)
3) We went home and still could not believe what was going on.
(paragraph 3)
F. Teaching Technique
1) Scientific approach (observing, asking questions, collecting
information, associating, communicating)
2) “Make up a Story” puzzle as teaching media
G. Teaching Media
1) Writing recount text
2) “Make up a Story” puzzle
3) Students’ worksheet
78
H. Teaching Strategy
1. General Teaching Steps
Observing
1) Teacher shows an example of writing recount text to the students.
2) Students observe the example of writing recount text.
3) Teacher leads students to read the writing recount text.
4) Students read the text by listen and repeat after the teacher.
Asking Questions
1) Students ask teacher if they find difficulties regarding writing recount
text.
2) Teacher answers students’ questions.
3) Teacher asks students their understanding about writing recount text.
4) Students answer teacher’s questions according to their understanding of
writing recount text.
Collecting Information
1) Students explore the materials about writing recount text while solving
“Make up a Story” puzzle.
2) Students do group discussion to solve the puzzle about recount text with
their friends.
3) Teacher gives advice to students regarding to the group activities.
Associating
1) Students do group discussion to solve another “Make up a Story” puzzle
without any materials about writing recount text embedded on it.
79
2) Students do exercise about writing recount text in group.
3) Teacher gives feedback to the students’ works.
Communicating
1) Students present their works in front of the class.
2) Students pay attention to the presenter in front of the class.
3) Students give feedback to the presenters’ works.
4) Teacher gives feedback to all of the students in class.
2. Specific Teaching Steps
First Meeting (2x40 minutes)
Students Teacher
Pretest (20 minutes)
Students do pretest about writing
recount text at the beginning of
teaching learning process
Teacher conduct a pretest about
writing recount text at the
beginning of teaching learning
process
Observing (15 minutes)
Students observe the example
of writing recount text.
Students read the text by listen
and repeat after the teacher.
Teacher shows an example of
writing recount text to the
students.
Teacher leads students to read the
writing recount text.
Asking Questions (15 minutes)
Students ask teacher if they find
difficulties regarding writing
recount text.
Students answer teacher’s
questions according to their
understanding of writing recount
text.
Teacher answers students’
questions.
Teacher asks students their
understanding about writing
recount text.
80
Students Teacher
Collecting Information (30 minutes)
Students explore the materials
about writing recount text while
solving “Make up a Story” puzzle.
Students do group discussion to
solve the puzzle about recount text
with their friends.
Teacher gives advice to students
regarding to the group activities.
Second Meeting (2x40 minutes)
Students Teacher
Associating (30 minutes)
Students do group discussion to
solve another “Make up a Story”
puzzle without any materials
about writing recount text
embedded on it.
Students do exercise about writing
recount text in group.
Teacher gives feedback to the
students’ works.
Communicating (30 minutes)
Students present their works in
front of the class.
Students pay attention to the
presenter in front of the class.
Students give feedback to the
presenters’ works.
Teacher gives feedback to all of
the students in class.
Posttest (20 minutes)
Students do posttest about writing
recount text at the end of teaching
learning process
Teacher conduct a posttest about
writing recount text at the end of
teaching learning process
81
I. Sources
1) Bahasa Inggris kurikulum 2013
2) When English Rings a Bell for Class VIII
J. Test Items
Composing writing recount text
82
Appendix 2
Media for Experimental Group
Puzzle 1
Weekend in Bandung
I and my family … to Bandung Last weekend. In Bandung we (stay/stayed) in
our family villa at Puncak.
After (visit/visited/visiting) Taman Safari we (go/went) to Trans Studio
Bandung. There are a lot of interesting attractions over there. We (try/tried)
some fun … such as roller coaster, 3D cinema, and giant swing.
The air in Puncak is very cold. We (wear/wore) thick clothes and
(drink/drunk) hot chocolate to heat up our body.
83
First, we (visit/visited) Taman Safari Indonesia at Cisarua. In … we
(find/found) so many wild animals (walk/walked) freely outside the cage. We
(take/took) a lot of pictures with those wild animals.
After two days in Bandung (decide/decided) to (go/went) to our hometown.
We (have/had) a very exciting weekend in Bandung.
Last, we … to factory outlet to (buy/bought) some souvenir. We (buy/bought)
clothes, bags, and shoes for our relatives.
Puzzle 2
Class Trip to Bali
84
I and my classmate (go/went) to Bali last year. … went to Bali from Batang
by bus.
After checking in on the hotel, we (begin/began) our tour in Bali. We
(go/went) to Tanah Lot first. Tanah Lot (is/was) a very beautiful temple on
top of rocky cliff.
We (arrive/arrived) at Bali in the morning. Our first destination (is/was) our
hotel where we will (stay/stayed) for three days.
From Tanah Lot we (continue/continued) our tour to Joger. … is a very
famous souvenir shop in Bali. We (buy/bought) some Joger souvenirs such as
clothes, sandals, caps, and bags.
85
The last destination of the first day (is/was) Kuta Beach. … (is/was) very
famous among the tourist. We (meet/met) a lot of foreign tourist there. We
also (swim/swam) and (play/played) throwing sand.
Our class trip to Bali (is/was) tiring but it was also very fun.
The next to days in Bali we (visit/visited) so many interesting places. … went
to Tanjung Benoa, Penyu island, (watch/watched) Kecak dance, and also
(visit/visited) art gallery.
86
Puzzle 3
Visiting Grand Parents
Yesterday I (go/went) to village to (visit/visited) my grandparents.
After having breakfast, I (follow/followed) them to the cornfield. They
(work/worked) hard to harvest …, but I (choose/chose) to play around the
cornfield.
I (arrive/arrived) at grandparent’s house in the morning. Soon after … arrived
there, my grandmother (make/made) me breakfast.
I (walk/walked) the buffalo to the grass yard and let … (eat/ate) grass until
they full.
87
In the afternoon my grandfather (ask/asked) me to feed buffalo on the grass
yard near the river.
From spending a day with my grandparents, I (get/got) an interesting
experience
In the evening after we (have/had) dinner, I (say/said) good bye to my
grandparents and (go/went) back to my house at the town.
88
Appendix 3
Lesson Plan for Control Group
School : SMP N 3 Batang
Subject : English
Class/Semester : VIII/1
Materials : Writing Recount Text
Time allocation : 4x40 minutes
K. Learning Objectives
By the end of the study, students are able to:
3) Compose a writing recount text
4) Comprehend social function, generic structure, and language feature of
a writing recount text.
L. Main Competence
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
89
M. Basic Competence
4.13 Menyusun teks recount, lisan dan tulis, pendek dan sederhana, tentang
kegiatan, kejadian, dan peristiwa, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.14 Menangkap makna dalam teks recount lisan dan tulis, sangat pendek dan
sederhana.
N. Indicators
4) Students are able to recognize writing recount text.
5) Students are able to identify social function, generic structure, and
language features of writing recount text.
6) Students are able to compose writing recount text.
O. Learning Materials
7. Topic
Writing Recount Text
8. Definition
Recount is a piece of text that retells past events in the order in which they are
happened. The purpose of a recount is to give the audience a description of what
occurred and when it occurred.
9. Social Function
Retells past events in order in which they are happened (chronologically).
90
10. Generic Structure
7) Orientation: first paragraph that gives background information “who”,
“what”, “where”, and “when” (introducing participants, place, and
time).
8) Events: a series of paragraphs that retell the events in the order in which
they happened.
9) Reorientation: a concluding paragraph, giving personal comment of the
writer (not always necessary).
11. Language Feature
8) Proper nouns to identify those involved in the text (introducing personal
participant).
9) The use of past tense to retell the events.
10) Words that show order of events (for example: first, next, then).
12. Example of Writing Recount Text
A writing recount text is a text that retells past events chronologically. Below is
the example of a simple writing recount text:
Last Saturday I woke up early, but I didn’t get up because there was
no school. Suddenly, my telephone rang. It was my friend Fanny, she asked
me to go out at 10.00 o clock. She wanted to buy something in traditional
market.
Finally, we were out. In the street, I saw a piece of pink coupon.
Interested with its color, I took it, then Fanny and I read this out. We were
fully shocked; it was a receipt of a four night tour to Lombok!! The expired
date was that day. To our surprise, the name was Fanny Fenita and the birth
date was exactly the same like Fanny my friend, and it was also valid for
two persons. My God!! We were thinking that maybe the coupon just fell
from the sky and it was there for us.
91
We hurried to the address of the tour agency that issued the coupon.
The tour agency took care of everything. We went home and still could not
believe what was going on.
Two days later we were on the Senggigi Beach, lied in the warm sun.
Moreover, we had long public holiday, so we could enjoy the “gift” happily.
We also bought some presents for our family and friends.
Generic Structure of Recount Text
The generic structure of a writing recount text are: (1) orientation which gives
background about the text, (2) sequence of events that tells the past events
chronologically, and (3) reorientation that give conclusion of the text.
The following is an example of generic structure of a recount text:
Last Saturday I woke up early, but I didn’t get up because there
was no school. Suddenly, my telephone rang. It was my friend
Fanny, she asked me to go out at 10.00 o clock. She wanted to
buy something in traditional market.
Orientation
Finally, we were out. In the street, I saw a piece of pink coupon.
Interested with its color, I took it, then Fanny and I read this out.
We were fully shocked; it was a receipt of a four night tour to
Lombok!! The expired date was that day. To our surprise, the
name was Fanny Fenita and the birth date was exactly the same
like Fanny my friend, and it was also valid for two persons. My
God!! We were thinking that maybe the coupon just fell from the
sky and it was there for us.
We hurried to the address of the tour agency that issued the
coupon. The tour agency took care of everything. We went home
and still could not believe what was going on.
Sequence of
Events
Two days later we were on the Senggigi Beach, lied in the warm
sun. Moreover, we had long public holiday, so we could enjoy
the “gift” happily. We also bought some presents for our family
and friends.
Reorientation
92
Identifying Personal Participant
There are two personal participants who was directly involved in the recount text
above, they are (1) I, and (2) Fanny
Chronological Connection
Writing recount text using sequence of time transition to start sentence, link a
sentence with another sentence, and start a new paragraph. The following are
examples of sequence of time transitions:
After
Before
Finally
First
Second
Third
Then
Last
etc
93
Past Tense
Past tense is a tense used to express something which happened in the past. Main
characteristic of past tense is the used of Verb 2 in the utterance. The following
are the pattern of simple past tense.
3.) Past Tense with Verb
d) Affirmative (+)
S + Verb 2 + …
e) Negative (-)
S + did not + Verb 1 + …
f) Interrogative (?)
Did + S Verb 1 + …
Verb 2 is usually Verb 1 with –ed ending, they are called regular verb. The
following are examples of regular verb found in the text above:
Verb 1 Verb 2
Ask
Want
Hurry
Issue
Lay
Asked
Wanted
Hurried
Issued
Lied
Another type of Verb 2 is called irregular verb. They don’t have regular pattern
and often take different form from their original Verb 1. The following are
examples of irregular verb found in the text above:
Verb 1 Verb 2
Wake
Ring
See
Woke
Rang
Saw
94
Read
Fall
Take
Go
Buy
Read
Fell
Took
Went
Bought
4.) Past Tense without Verb
d) Affirmative (+)
S + (was/were) + …
e) Negative (-)
S + (was/were) not + …
f) Interrogative (?)
(Was/were) + S + …
The following are sentences in past tense found in the recount text above:
4) Last Saturday I woke up early, but I didn’t get up because there was
no school. (paragraph 1)
5) In the street, I saw a piece of pink coupon. Interested with its color, I
took it, then Fanny and I read this out. (paragraph 2)
6) We went home and still could not believe what was going on.
(paragraph 3)
P. Teaching Technique
Scientific approach (observing, asking questions, collecting information,
associating, communicating)
95
Q. Teaching Media
4) Writing recount text
5) PowerPoint presentation
6) Students’ worksheet
R. Teaching Strategy
3. General Teaching Steps
Observing
5) Teacher shows an example of writing recount text to the students.
6) Students observe the example of writing recount text.
7) Teacher leads students to read the writing recount text.
8) Students read the text by listen and repeat after the teacher.
Asking Questions
5) Students ask teacher if they find difficulties regarding writing recount
text.
6) Teacher answers students’ questions.
7) Teacher asks students their understanding about writing recount text.
8) Students answer teacher’s questions according to their understanding of
writing recount text.
Collecting Information
4) Students read the materials about writing recount text on their module.
5) Students discuss the materials about writing recount text with their
friends.
6) Teacher gives advice to students regarding to the materials.
96
Associating
4) Students do group discussion about writing recount text.
5) Students do exercise about writing recount text in group.
6) Teacher gives feedback to the students’ works.
Communicating
5) Students present their works in front of the class.
6) Students pay attention to the presenter in front of the class.
7) Students give feedback to the presenters’ works.
8) Teacher gives feedback to all of the students in class.
97
Appendix 4
Media for Control Group
13. Topic
Writing Recount Text
14. Definition
Recount is a piece of text that retells past events in the order in which they are
happened. The purpose of a recount is to give the audience a description of what
occurred and when it occurred.
15. Social Function
Retells past events in order in which they are happened (chronologically).
16. Generic Structure
10) Orientation: first paragraph that gives background information “who”,
“what”, “where”, and “when” (introducing participants, place, and
time).
11) Events: a series of paragraphs that retell the events in the order in which
they happened.
12) Reorientation: a concluding paragraph, giving personal comment of the
writer (not always necessary).
17. Language Feature
11) Proper nouns to identify those involved in the text (introducing personal
participant).
12) The use of past tense to retell the events.
13) Words that show order of events (for example: first, next, then).
98
18. Example of Writing Recount Text
A writing recount text is a text that retells past events chronologically. Below is
the example of a simple writing recount text:
Last Saturday I woke up early, but I didn’t get up because there was
no school. Suddenly, my telephone rang. It was my friend Fanny, she asked
me to go out at 10.00 o clock. She wanted to buy something in traditional
market.
Finally, we were out. In the street, I saw a piece of pink coupon.
Interested with its color, I took it, then Fanny and I read this out. We were
fully shocked; it was a receipt of a four night tour to Lombok!! The expired
date was that day. To our surprise, the name was Fanny Fenita and the birth
date was exactly the same like Fanny my friend, and it was also valid for
two persons. My God!! We were thinking that maybe the coupon just fell
from the sky and it was there for us.
We hurried to the address of the tour agency that issued the coupon.
The tour agency took care of everything. We went home and still could not
believe what was going on.
Two days later we were on the Senggigi Beach, lied in the warm sun.
Moreover, we had long public holiday, so we could enjoy the “gift” happily.
We also bought some presents for our family and friends.
Generic Structure of Recount Text
The generic structure of a writing recount text are: (1) orientation which gives
background about the text, (2) sequence of events that tells the past events
chronologically, and (3) reorientation that give conclusion of the text.
The following is an example of generic structure of a recount text:
Last Saturday I woke up early, but I didn’t get up because there
was no school. Suddenly, my telephone rang. It was my friend
Fanny, she asked me to go out at 10.00 o clock. She wanted to
buy something in traditional market.
Orientation
99
Finally, we were out. In the street, I saw a piece of pink coupon.
Interested with its color, I took it, then Fanny and I read this out.
We were fully shocked; it was a receipt of a four night tour to
Lombok!! The expired date was that day. To our surprise, the
name was Fanny Fenita and the birth date was exactly the same
like Fanny my friend, and it was also valid for two persons. My
God!! We were thinking that maybe the coupon just fell from the
sky and it was there for us.
We hurried to the address of the tour agency that issued the
coupon. The tour agency took care of everything. We went home
and still could not believe what was going on.
Sequence of
Events
Two days later we were on the Senggigi Beach, lied in the warm
sun. Moreover, we had long public holiday, so we could enjoy
the “gift” happily. We also bought some presents for our family
and friends.
Reorientation
Identifying Personal Participant
There are two personal participants who was directly involved in the recount text
above, they are (1) I, and (2) Fanny
Chronological Connection
Writing recount text using sequence of time transition to start sentence, link a
sentence with another sentence, and start a new paragraph. The following are
examples of sequence of time transitions:
After
Before
Finally
First
Second
Third
Then
Last
etc
100
Past Tense
Past tense is a tense used to express something which happened in the past. Main
characteristic of past tense is the used of Verb 2 in the utterance. The following
are the pattern of simple past tense.
5.) Past Tense with Verb
g) Affirmative (+)
S + Verb 2 + …
h) Negative (-)
S + did not + Verb 1 + …
i) Interrogative (?)
Did + S Verb 1 + …
Verb 2 is usually Verb 1 with –ed ending, they are called regular verb. The
following are examples of regular verb found in the text above:
Verb 1 Verb 2
Ask
Want
Hurry
Issue
Lay
Asked
Wanted
Hurried
Issued
Lied
Another type of Verb 2 is called irregular verb. They don’t have regular pattern
and often take different form from their original Verb 1. The following are
examples of irregular verb found in the text above:
101
Verb 1 Verb 2
Wake
Ring
See
Read
Fall
Take
Go
Buy
Woke
Rang
Saw
Read
Fell
Took
Went
Bought
6.) Past Tense without Verb
g) Affirmative (+)
S + (was/were) + …
h) Negative (-)
S + (was/were) not + …
i) Interrogative (?)
(Was/were) + S + …
The following are sentences in past tense found in the recount text above:
7) Last Saturday I woke up early, but I didn’t get up because there was
no school. (paragraph 1)
8) In the street, I saw a piece of pink coupon. Interested with its color, I
took it, then Fanny and I read this out. (paragraph 2)
9) We went home and still could not believe what was going on.
(paragraph 3)
4. Specific Teaching Steps
102
First Meeting (2x40 minutes)
Students Teacher
Pretest (20 minutes)
Students do pretest about writing
recount text at the beginning of
teaching learning process
Teacher conduct a pretest about
writing recount text at the
beginning of teaching learning
process
Observing (15 minutes)
Students observe the example
of writing recount text.
Students read the text by listen
and repeat after the teacher.
Teacher shows an example of
writing recount text to the
students.
Teacher leads students to read the
writing recount text.
Asking Questions (15 minutes)
Students ask teacher if they find
difficulties regarding writing
recount text.
Students answer teacher’s
questions according to their
understanding of writing recount
text.
Teacher answers students’
questions.
Teacher asks students their
understanding about writing
recount text.
Collecting Information (30 minutes)
Students read the materials about
writing recount text on their
module.
Students discuss the materials
about writing recount text with
their friends.
Teacher gives advice to students
regarding to the materials.
103
Second Meeting (2x40 minutes)
Students Teacher
Associating (30 minutes)
Students do group discussion
about writing recount text.
Students do exercise about
writing recount text in group.
Teacher gives feedback to the
students’ works.
Communicating (30 minutes)
Students present their works in
front of the class.
Students pay attention to the
presenter in front of the class.
Students give feedback to the
presenters’ works.
Teacher gives feedback to all of the
students in class.
Posttest (20 minutes)
Students do posttest about writing
recount text at the end of teaching
learning process
Teacher conduct a posttest about
writing recount text at the end of
teaching learning process
S. Sources
3) Bahasa Inggris kurikulum 2013
4) When English Rings a Bell for Class VIII
T. Test Items
Composing writing recount text
104
Appendix 5
Students Worksheet
Arrange the following jumbled sentences into a recount text, classify those
sentences according to recount text generic structure (orientation, events,
and reorientation), and find regular and irregular verb in the text (verb 1,
verb 2, and verb 3).
Also, there were many sellers who sold many kinds of souvenirs.
As soon as we finished our lunch, we decided to go home.
For me, that was a beautiful day though I could not visit Malioboro. We really
enjoyed it, and I hope I could visit Jogja again.
Last week, my friends and I went to Jogja.
Second, we visited Gembira Loka Zoo.
Sun shone brightly and the scenery was very beautiful there. We felt the wind
blew across to us.
Then, we felt hungry, so we went to a restaurant.
There were many birds flew in the sky.
We also saw a lot of people in that beach.
We looked around in that Zoo, and also took pictures of the animals.
We saw many kinds of animals there such as monkeys, tigers, crocodiles,
snakes, etc.
We visited many places. First, we visited Parangtritis beach.
105
Appendix 6
Assessment Rubric
A. Writing Test Assessment
Aspect Score Scoring Criteria
Organization 20-18
17-15
14-12
11-6
5-1
Appropriate tittle, effective introductory
paragraph; arrangement of materials shows
plan; conclusion logical and complete
Adequate tittle, introduction, and conclusion; body
of essay is acceptable; some ideas aren’t fully
developed
Mediocre introduction or conclusion; problems
with the order of ideas in body; the
generalization may not be fully supported
Minimally recognizable introduction; organization
can barely be seen; severe problems with
ordering ideas
Absence of introduction or conclusion; no apparent
organization of the body; writer has not made
any effort to organize the composition
Content 20-18
17-15
14-12
11-6
5-1
Essay addresses the assigned topics; the ideas are
concrete and thoroughly developed; no
extraneous materials
Essay addresses the issues but missing some
points; ideas could be more developed; some
extraneous materials are present
Development of ideas not complete; essay is
somewhat off the topic; paragraphs aren’t
divided exactly right
Ideas incomplete; essay does not reflect careful
thinking; inadequate effort in area of content
Essay is completely inadequate; no apparent effort
to consider the topic carefully
106
Aspect Score Scoring Criteria
Grammar 20-18
17-15
14-12
11-6
5-1
Native-like fluency in English grammar; correct
use of relative clauses, prepositions, modals,
articles, verb forms, and tense sequencing; no
fragments
Advanced proficiency in English grammar; some
grammar problems don’t influence
communication; no fragments
Grammar problems are apparent and have a
negative effect on communication; fragments
presents
Numerous serious grammar problems interfere
with communication ; grammar review of some
areas clearly needed; difficult to read sentences
Severe grammar problems interfere greatly with
the communication; reader cant understand
what the writer was trying to say; unintelligible
sentence structure
Punctuation
and spelling
20-18
17-15
14-12
11-6
5-1
Correct use of English writing conventions; all
needed capitals, paragraph indented,
punctuation and spelling; very neat
Some problems with writing conventions or
punctuation, occasional spelling errors; paper is
neat and legible
General writing conventions but has errors;
spelling problems distract readers; punctuation
errors distract ideas
Serious problems with format or paper; errors in
sentence punctuations; unacceptable to
educated readers
Complete disregards for English writing
conventions; obvious capitals missing; severe
spelling problems
107
Appendix 7
Students Observation Sheet
A. Observation Rubric
Aspect Criteria Score
Politeness Always shows politeness during classroom
activities
Often shows politeness during classroom
activities
Sometimes shows politeness during classroom
activities
Rarely shows politeness during classroom
activities
Never shows politeness during classroom
activities
5
4
3
2
1
Discipline Always shows discipline during classroom
activities
Often shows discipline during classroom
activities
Sometimes shows discipline during classroom
activities
Rarely shows discipline during classroom
activities
Never shows discipline during classroom
activities
5
4
3
2
1
Confidence Always shows confidence during classroom
activities
Often shows confidence during classroom
activities
Sometimes shows confidence during
classroom activities
Rarely shows confidence during classroom
activities
Never shows confidence during classroom
activities
5
4
3
2
1
108
Aspect Criteria Score
Enthusiasm Always shows enthusiasm during classroom
activities
Often shows enthusiasm during classroom
activities
Sometimes shows enthusiasm during
classroom activities
Rarely shows enthusiasm during classroom
activities
Never shows enthusiasm during classroom
activities
5
4
3
2
1
Responsibility Always shows responsibility during classroom
activities
Often shows responsibility during classroom
activities
Sometimes shows responsibility during
classroom activities
Rarely shows responsibility during classroom
activities
Never shows responsibility during classroom
activities
5
4
3
2
1
Max. Score : 25
B. Grading Table
Students’ score Grade
25-21 Excellent
20-16 Good
15-11 Adequate
10-6 Poor
5-0 Unacceptable
109
Aspect Score Scoring Criteria
Style and
expressions
20-18
17-15
14-12
11-6
5-1
Precise vocabulary usage; use of parallel structure;
good register
Attempts variety; good vocabulary; not wordy
Some vocabulary misused; lack awareness of
register; too wordy
Poor expression of ideas; problems in vocabulary;
lacks variety of structure
Inappropriate use of vocabulary; no concept of
register or sentence variety
Max. Score : 100
B. Grading Score Table
Students’ score Grade
100-86 Excellent
85-71 Good
70-61 Adequate
60-51 Poor
50-0 Fail
110
Appendix 8
Angket Siswa
Berilah tanggapan untuk setiap pernyataan berikut sesuai dengan pendapat
masing-masing.
(4) Sangat setuju
(3) Setuju
(2) Tidak setuju
(1) Sangat tidak setuju
A. “Make up a Story” puzzle memberikan arahan yang jelas dalam menyusun
teks jenis recount.
(4) (3) (2) (1)
B. Lebih mudah untuk memahami maksud dari teks recount menggunakan
“Make up a Story” puzzle.
(4) (3) (2) (1)
C. “Make up a Story” puzzle membuat pembelajaran teks recount lebih
sederhana.
(4) (3) (2) (1)
D. “Make up a Story” puzzle bisa digunakan untuk mengajar teks jenis lainnya.
(4) (3) (2) (1)
E. “Make up a Story” puzzle membantu mebuat kerangka teks recount menjadi
lebih mudah.
(4) (3) (2) (1)
111
F. Mengembangkan kerangka teks recount menjadi lebih sederhana
menggunakan “Make up a Story” puzzle.
(4) (3) (2) (1)
G. “Make up a Story” puzzle membantu mengeksplorasi kreatifitas dalam
menyusun teks recount.
(4) (3) (2) (1)
H. Menyusun teks recount jadi menyenagkan dengan menggunakan Make up a
Story” puzzle.
(4) (3) (2) (1)
I. “Make up a Story” puzzle juga bisa digunakan untuk membantu menyusun
jenis teks lainnnya.
(4) (3) (2) (1)
J. “Make up a Story” puzzle memungkinkan untuk mengeksplorasi teks recount
dengan cara yang menarik.
(4) (3) (2) (1)
K. Anda merasa tertantang untuk mencari lebih banyak materi tentang teks
recount selain materi yang terdapat pada “Make up a Story” puzzle.
(4) (3) (2) (1)
L. “Make up a Story” puzzle mebantu anda mempelajari sendiri teks recount.
(4) (3) (2) (1)
M. Megerjakan latihan teks recount dengan “Make up a Story” puzzle terasa
lebih menyenangkan.
(4) (3) (2) (1)
112
N. “Make up a Story” Puzzle memotivasi anda dalam belajar teks recount.
(4) (3) (2) (1)
O. Anda lebih antusias dalam mempelajari teks recount dengan “Make up a
Story” puzzle.
(4) (3) (2) (1)
P. Mepelajari teks recount lebih menantang dengan “Make up a Story” puzzle.
(4) (3) (2) (1)
Tuliskan kritik dan saran anda tentang pembelajaran teks recount dengan “Make
up a Story” puzzle. Kritik dan saran anda akan menjadi masukan yang bernilai
bagi peneliti.
Kritik dan saran:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
113
Appendix 9
Pretest
Name :
Class :
Number :
Write a simple recount text consist 10 - 15 sentences according to one of the
following topics:
1. Yesterday’s diary
2. Last weekend activities
3. First day as eight grader
4. Last holiday
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
...................................................................................................................................
114
Appendix 10
Posttest
Name :
Class :
Number :
Write a simple recount text consist 10 - 15 sentences according to one of the
following topics:
5. Yesterday’s diary
6. Last weekend activities
7. First day as eight grader
8. Last holiday
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
...................................................................................................................................
115
Appendix 11
List of Experimental Group Student
Class Code Name
VIII G
Y-01 ALYA AFILIYANI
Y-02 ANANDA DIGDOYO
Y-03 APDI MUSTOPO
Y-04 ARI CAHYA NUGRAHA
Y-05 ARIF AGUNG SAPUTRA
Y-06 DEVRY AKBAR WICAKSONO
Y-07 DIANA OKTAVIA SARI
Y-08 HAPPY RISKA INDRIYANI
Y-09 HASNA RIFDHOTUL UMMA
Y-10 HENDY AGATA PRASETYA
Y-11 IQBAL AZZA
Y-12 JADDUL MAULANA ALFAD IZZULKHAQ
Y-13 KARTIKA THOYIBBAH
Y-14 MELIA HAYATUN NUFUS
Y-15 MOH DAFI NAJUDA
Y-16 MUHAMMAD ADNAN ASSIDIQ
Y-17 MUHAMMAD EVISIENA ALFA A
Y-18 MUHAMMAD ISYMAM
Y-19 NADA NADHIFAH RAMADANI
Y-20 NAMIRA AMANDA ANDRAENI
Y-21 PUTRI EGI GUPITASARI
Y-22 RAFLIE MAULANA MUTAQIEN
Y-23 RAHMANISA PRAMUDITA
Y-24 REFIANA ARVENDIA SARI
116
Class Code Name
VIII G
Y-25 RIZA WAHYU DAMARA
Y-26 RIZQIYANI NUR ROSYIDAH
Y-27 SHAFA AULIA RAHMA
Y-28 SILVIA MAULIDIYANI
Y-29 TANGGUH IDI PANGESTU
Y-30 WILDAN CHAERUL ALIF
117
Appendix 12
List of Control Group Student
Class Code Name
VIII F
X-01 AGNISA ANINDYA ARTA
X-02 ALOISIUS CHENDY YUNIARTO
X-03 ALWI SHIHAB
X-04 ANDINI SAFITRI
X-05 ANNISA KURNIA
X-06 CITRA SETYARAFIFA
X-07 DAFFA ZULFA YUDHANTO
X-08 DIAN INDAH SETYANI
X-09 FAIZ MULIA RAHMAN
X-10 HANAN NAIFAH HAKIM
X-11 INGGITA LARASATI
X-12 IZZUL HAQ MUHAMMAD
X-13 JONATHAN FERRY WIBOWO
X-14 LAFI GRAITA
X-15 LINDYANI
X-16 LINTANG NUR FAKIH
X-17 LUTHFI KHANSA RASENDRIYA R
X-18 MUHAMAD ROMLI ALI
X-19 MUHAMMAD HAYKAL
X-20 MUHAMMAD PRIA LUHUR PAMBUDI
X-21 MUJIATI NINGSIH
X-22 NABILAH PUTRI ARIYANTI
X-23 NAFA NARESWARA
X-24 NAUFAL AFIF SADEWA
118
Class Code Name
X-25 SALMA AMALIA
X-26 SALSABILA HUWAEDA
X-27 SALWA NI'MATUL MAULA AMIN
X-28 SANDRA MONIKA PUTRI PERMANA
X-29 SUNAIKA KUSFITRIANI
X-30 ULIMA MAFAATIHA NIKMAH
X-31 USYA LOVITA SARI
X-32 VANIA ALYAA SALSABILLA
119
Appendix 13
Experimental Group’s Pretest Score
Students’ Code Pretest Score
Y-01 67
Y-02 67
Y-03 58
Y-04 66
Y-05 67
Y-06 69
Y-07 65
Y-08 65
Y-09 72
Y-10 59
Y-11 66
Y-12 58
Y-13 68
Y-14 68
Y-15 66
Y-16 68
Y-17 67
Y-18 69
Y-19 69
Y-20 59
Y-21 67
Y-22 71
Y-23 67
Y-24 66
120
Students’ Code Pretest Score
Y-25 65
Y-26 67
Y-27 73
Y-28 68
Y-29 71
Y-30 67
Total Score 1995
Average Score 66.5
121
Appendix 14
Control Group’s Pretest Score
Students’ Code Pretest Score
X-01 66
X-02 58
X-03 57
X-04 67
X-05 68
X-06 72
X-07 74
X-08 58
X-09 69
X-10 59
X-11 57
X-12 57
X-13 60
X-14 67
X-15 68
X-16 66
X-17 63
X-18 63
X-19 63
X-20 71
X-21 65
X-22 65
X-23 69
X-24 64
122
Students’ Code Pretest Score
X-25 69
X-26 66
X-27 66
X-28 66
X-29 69
X-30 65
X-31 67
X-32 67
Total Score 2081
Average Score 65.03
123
Appendix 15
Experimental Group’s Posttest Score
Students’ Code Posttest Score
Y-01 73
Y-02 81
Y-03 74
Y-04 74
Y-05 86
Y-06 86
Y-07 76
Y-08 82
Y-09 94
Y-10 86
Y-11 73
Y-12 73
Y-13 75
Y-14 74
Y-15 74
Y-16 87
Y-17 71
Y-18 81
Y-19 86
Y-20 81
Y-21 81
Y-22 86
Y-23 81
Y-24 71
124
Students’ Code Posttest Score
Y-25 94
Y-26 85
Y-27 94
Y-28 82
Y-29 94
Y-30 81
Total Score 2436
Average Score 81.2
125
Appendix 16
Control Group’s Posttest Score
Students’ Code Posttest Score
X-01 66
X-02 75
X-03 63
X-04 72
X-05 82
X-06 85
X-07 88
X-08 68
X-09 81
X-10 66
X-11 69
X-12 63
X-13 67
X-14 68
X-15 85
X-16 69
X-17 72
X-18 70
X-19 82
X-20 87
X-21 78
X-22 66
X-23 72
X-24 64
126
Students’ Code Posttest Score
X-25 78
X-26 67
X-27 67
X-28 86
X-29 69
X-30 65
X-31 64
X-32 64
Total Score 2318
Average Score 72.44
127
Appendix 19
Experimental Group Data Computation
Students’ Code Pretest Score (X) (X2) Posttest Score (X) (X
2)
Y-01 67 4489 73 5329
Y-02 67 4489 81 6561
Y-03 58 3364 74 5476
Y-04 66 4356 74 5476
Y-05 67 4489 86 7396
Y-06 69 4761 86 7398
Y-07 65 4225 76 5776
Y-08 65 4225 82 6724
Y-09 72 5184 94 8836
Y-10 59 3481 86 7396
Y-11 66 4356 73 5329
Y-12 58 3364 73 5329
Y-13 68 4624 75 5625
Y-14 68 4624 74 5476
Y-15 66 4356 74 5476
Y-16 68 5624 87 7569
Y-17 67 4489 71 5041
Y-18 69 4761 81 6561
Y-19 69 4761 86 7396
Y-20 59 3481 81 6561
Y-21 67 4489 81 6561
Y-22 71 5041 86 7396
Y-23 67 4489 81 6561
Y-24 66 4356 71 5041
128
Students’ Code Pretest Score (X) (X2) Posttest Score (X) (X
2)
Y-25 65 4225 94 8836
Y-26 67 4489 85 7225
Y-27 73 5329 94 8836
Y-28 68 4624 82 6724
Y-29 71 5041 94 8836
Y-30 67 4489 81 6561
Total Score 1995 133075 2436 199306
Average Score 66.5 81.2
Min. Score 58 71
Max. Score 73 94
Standard Deviation 3.75 7.20
Variance 14.05 51.82
129
Appendix 20
Control Group Data Computation
Students’ Code Pretest Score (X) (X2) Posttest Score (X) (X
2)
X-01 66 4356 66 4356
X-02 58 3364 75 5625
X-03 57 3249 63 3969
X-04 67 4489 72 5184
X-05 68 4624 82 6724
X-06 72 5184 85 7225
X-07 74 5476 88 7744
X-08 58 3364 68 4624
X-09 69 4761 81 6561
X-10 59 3481 66 4356
X-11 57 3249 69 4671
X-12 57 3249 63 3969
X-13 60 3600 67 4489
X-14 67 4489 68 4624
X-15 68 4624 85 7225
X-16 66 4356 69 4761
X-17 63 3969 72 5184
X-18 63 3969 70 4900
X-19 63 3969 82 6724
X-20 71 5041 87 7569
X-21 65 4225 78 6084
X-22 65 4225 66 4356
X-23 69 4761 72 5184
X-24 64 4096 64 4096
130
Students’ Code Pretest Score (X) (X2) Posttest Score (X) (X
2)
X-25 69 4761 78 6084
X-26 66 4356 67 4489
X-27 66 4356 67 4489
X-28 66 4356 86 7396
X-29 69 4761 69 4761
X-30 65 4225 65 4225
X-31 67 4489 64 4096
X-32 67 4489 64 4096
Total Score 2081 2318 169930
Average Score 65.03 72.44
Min. Score 57 63
Max. Score 74 88
Standard Deviation 4.52 8.07
Variance 20.42 65.16
131
Appendix 21
Experimental Group Gain Test
Students’ Code Pretest Score Posttest Score Max. Score Gain Index
Y-01 67 73 100 0.18
Y-02 67 81 100 0.42
Y-03 58 74 100 0.38
Y-04 66 74 100 0.24
Y-05 67 86 100 0.58
Y-06 69 86 100 0.55
Y-07 65 76 100 0.31
Y-08 65 82 100 0.49
Y-09 72 94 100 0.79
Y-10 59 86 100 0.66
Y-11 66 73 100 0.21
Y-12 58 73 100 0.36
Y-13 68 75 100 0.22
Y-14 68 74 100 0.19
Y-15 66 74 100 0.24
Y-16 68 87 100 0.59
Y-17 67 71 100 0.12
Y-18 69 81 100 0.39
Y-19 69 86 100 0.55
Y-20 59 81 100 0.54
Y-21 67 81 100 0.42
Y-22 71 86 100 0.52
Y-23 67 81 100 0.42
Y-24 66 71 100 0.15
132
Students’ Code Pretest Score Posttest Score Max. Score Gain Index
Y-25 65 94 100 0.83
Y-26 67 85 100 0.55
Y-27 73 94 100 0.78
Y-28 68 82 100 0.44
Y-29 71 94 100 0.79
Y-30 67 81 100 0.42
Average 66.5 81.2 0.44
Gain Category Intermediate
133
Appendix 22
Control Group Gain Test
Students’ Code Pretest Score Posttest Score Max. Score Gain Index
X-01 66 66 100 0.00
X-02 58 75 100 0.40
X-03 57 63 100 0.14
X-04 67 72 100 0.15
X-05 68 82 100 0.44
X-06 72 85 100 0.46
X-07 74 88 100 0.54
X-08 58 68 100 0.24
X-09 69 81 100 0.39
X-10 59 66 100 0.17
X-11 57 69 100 0.28
X-12 57 63 100 0.14
X-13 60 67 100 0.18
X-14 67 68 100 0.03
X-15 68 85 100 0.53
X-16 66 69 100 0.09
X-17 63 72 100 0.24
X-18 63 70 100 0.19
X-19 63 82 100 0.51
X-20 71 87 100 0.55
X-21 65 78 100 0.37
X-22 65 66 100 0.03
X-23 69 72 100 0.10
X-24 64 64 100 0.00
134
Students’ Code Pretest Score Posttest Score Max. Score Gain Index
X-25 69 78 100 0.29
X-26 66 67 100 0.03
X-27 66 67 100 0.03
X-28 66 86 100 0.59
X-29 69 69 100 0.00
X-30 65 65 100 0.00
X-31 67 64 100 -0.09
X-32 67 64 100 -0.09
Average 65.03 72.44 0.22
Gain Category Low
135
Appendix 23
T-test
T-test worksheet table
Group Experimental Control
N 30 32
81.20 72.44
s2 51.82 65.16
t =
√(( ) ( )
) (
)
t =
√(( ) ( )
) (
)
t = 4.291
t-value = 4.29
df = 60
t-table = 2.000
136
Appendix 24
Students’ Questionnaire
Respondent Item
A B C D E F G H I J K L M N O P
Y-01 4 4 4 4 4 4 4 4 3 4 3 3 4 3 3 3
Y-02 3 4 3 4 3 4 3 4 3 4 3 4 3 4 4 4
Y-03 4 3 4 4 3 3 3 4 3 4 4 4 4 3 3 4
Y-04 3 3 3 3 2 3 2 3 3 3 2 2 3 2 2 2
Y-05 4 4 4 0 4 3 3 4 3 3 3 4 4 3 4 4
Y-06 4 3 3 4 4 3 3 3 4 4 3 4 3 3 3 4
Y-07 3 3 3 2 3 3 3 4 3 3 3 3 3 3 3 3
Y-08 3 3 3 3 4 3 3 3 3 4 3 3 4 3 4 4
Y-09 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4
Y-10 4 4 4 2 3 4 3 4 3 4 3 4 4 4 3 4
Y-11 3 3 4 4 4 3 4 3 3 4 4 3 3 4 4 3
Y-12 2 3 3 2 2 3 3 3 2 4 3 3 4 3 4 3
Y-13 3 3 3 3 3 3 4 4 3 4 3 3 3 4 3 4
Y-14 3 3 4 4 4 3 4 4 4 4 4 3 4 3 3 4
Y-15 3 3 3 4 3 3 3 3 4 3 3 2 3 2 3 2
Y-16 3 3 3 3 4 3 2 3 3 3 3 3 2 3 3 3
Y-17 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4
Y-18 4 4 4 2 3 4 4 4 2 3 3 4 3 3 3 3
Y-19 4 3 3 3 4 4 4 4 4 4 3 3 4 4 4 3
Y-20 3 3 3 3 3 3 3 4 4 4 2 4 3 3 3 3
Y-21 3 3 3 3 3 3 3 3 3 3 2 3 3 2 2 2
Y-22 3 3 3 2 3 3 3 2 2 3 2 2 3 3 3 3
137
Respondent Item
A B C D E F G H I J K L M N O P
Y-23 3 3 3 3 3 3 3 3 3 3 3 2 3 2 3 2
Y-24 3 3 3 4 4 3 3 4 3 3 3 3 4 3 3 3
Y-25 3 4 3 2 3 4 3 4 3 4 3 3 3 4 3 3
Y-26 4 3 4 4 4 3 4 4 4 4 4 3 4 4 3 4
Y-27 3 4 3 3 4 4 3 4 3 4 4 3 4 4 3
Y-28 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 2
Y-29 3 3 3 3 3 3 3 2 2 3 2 3 3 3 3 3
Y-30 4 3 4 3 4 4 4 3 4 3 4 4 4 3 3 4
138
Appendix 25
Students’ Questionnaire Computation
Item Percentage
Completely Agree Agree Disagree Completely Disagree
A 30% 67% 3% 0%
B 30% 70% 0% 0%
C 30% 70% 0% 0%
D 37% 40% 20% 0%
E 40% 53% 7% 0%
F 33% 67% 0% 0%
G 30% 63% 7% 0%
H 57% 37% 7% 0%
I 23% 63% 13% 0%
J 57% 43% 0% 0%
K 20% 60% 20% 0%
L 37% 53% 20% 0%
M 40% 57% 3% 0%
N 33% 53% 13% 0%
O 20% 73% 7% 0%
P 40% 43% 17% 0%
Mean 34% 57% 9% 0%
139
Appendix 26
Documentation
140